The Premier Day &

Boarding IB World School

in Malaysia
A member of In affiliation with
 Our Eight Critical Characteristics
IB Continuum World School
1. 2.
Welcome to UCSI International School (UIS) Springhill, a distinguished institution among the limited number of CHARACTER GLOBAL
International Baccalaureate World Schools in Malaysia that offer a comprehensive boarding experience. Our school EDUCATION CITIZENSHIP
is more than just an educational facility; it's a vibrant community where exceptional learners converge, knowledge
SKILLS
blossoms, and lifelong friendships are formed.

At UIS Springhill, we have fostered an environment that is a home-away-from-home for our students. Our
collective goal is to cultivate an atmosphere of academic excellence, personal growth, and holistic
development. We believe in nurturing talents, encouraging curiosity, and fostering a strong sense of
global citizenship among our students. 3. 4. 7.

INNOVATION TECHNOLOGY
Aligned with the ethos of the International Baccalaureate (IB) programmes, our focus
extends beyond conventional learning paradigms. We aim to mould inquisitive,
AND CREATIVE SKILLS
knowledgeable, and compassionate individuals who not only excel academically but
SKILLS
also contribute positively to society. Our curriculum emphasises intellectual,
personal, emotional, and social growth, preparing our students to become
active, lifelong learners and responsible global citizens.

Moreover, being part of the UCSI Schools community, which 5. 6.

comprises six schools across three campuses in Kuala
Lumpur, Subang Jaya, and Springhill, provides our students INTERPERSONAL PERSONALISED
with a network of educational support and resources. SKILLS AND SELF-PACED
Furthermore, our affiliation with UCSI Group, a prominent Malaysian LEARNING
conglomerate, is an invaluable asset. UCSI Group's cornerstone is UCSI
University, a top-tier private institution in Malaysia that ranks among the top
1% globally (QS World University Rankings 2024). This affiliation offers unique
opportunities for our students, providing access to diverse academic pathways,
cutting-edge facilities, diverse learning resources, and a wealth of academic expertise. 7. 8.

At UIS Springhill, our unwavering commitment remains focused on delivering a 21st-century PROBLEM-BASED LIFELONG
educational experience that transcends boundaries, cultivates excellence, and equips our students with COLLABORATIVE LEARNING
the quintessential tools to navigate the ever-evolving global landscape. Through our dedication to fostering LEARNING
the 5 Cs – Critical Thinking, Collaboration, Communication, Creativity, and Character – we aim to mould future
leaders who will positively shape the world they inhabit.
 UCSI SCHOOLS GROUP VISION AND MISSION:
Our Vision Our Mission
UCSI Schools aim to develop global citizens and inspire The mission of UCSI Schools is to provide a holistic education
future leaders by providing a world-class, 21st century that prepares learners for the future by equipping them with
education. the skills, knowledge, and values needed to become responsible
global citizens in a 21st century world.
IB Mission Statement

IB Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable, and caring young people who help to create a better and more
peaceful world through intercultural understanding and respect.

To this end, the organisation works with schools, governments, and international organisations to develop challenging programmes of
international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate, and lifelong learners who understand that other
people, with their differences, can also be right.
Meet Our
School Principal
MS CLAUDIA DEMARTINI
Ms Claudia Demartini is an esteemed educational leader renowned for her global
expertise and unwavering commitment to international education. Hailing from Madrid,
Spain, and nurtured within an Italian-American milieu, Claudia embodies the essence of
a Third Culture Kid (TCK), fostering a rich understanding of diverse cultures and global
perspectives.

Claudia's illustrious career has seen her excel in pivotal leadership roles across five
prestigious IB World Schools in the United Arab Emirates, South Korea, Germany, and
Spain, leaving an indelible mark on the educational landscape across continents. Her
journey commenced as a distinguished linguistics professor at esteemed universities in
the U.S.A. (Miami) and the U.K. (Bristol), laying the groundwork for her passion for
language education and international learning.

With a profound embrace of the identity of an international educator, Claudia epitomises

the IB Learner Profile, characterised by dynamism, optimism, and a penchant for taking
calculated risks. Over the past decade, she has been a cornerstone of the International
Baccalaureate Educator Network (IBEN), contributing significantly as a School Visit
Member and Workshop Leader. Her multifaceted expertise extends to roles such as
examiner for DP Language and Literature and Language Acquisition, curriculum reviewer,
mentor in concept-based learning, and various key positions in educational technology
platforms like ManageBac and Toddle.

Claudia's academic credentials include a Master's and a Bachelor's degree in Education,

specialising in teaching Spanish. Demonstrating resilience and dedication during the
challenging pandemic era, she sought and acquired certification in Educational
Leadership from Harvard University.

At the heart of Claudia's professional philosophy lies an unyielding dedication to

teaching and learning. She is driven by ambitious goals, perpetually placing student
success at the pinnacle of her educational endeavours, a testament to her unwavering
commitment to fostering excellence in education.

Ms Claudia Demartini
IB learner profile
The International Baccalaureate (IB) aims to cultivate internationally-minded individuals committed to
shaping a more harmonious world. The IB learner profile encapsulates these aspirations, comprising 10
attributes that empower students to become responsible global citizens.

Inquirers Risk-takers
Embrace curiosity, learning independently and collaboratively Approach uncertainty confidently, exploring innovative solutions
throughout life. with resilience.

Knowledgeable Balanced
Develop conceptual understanding across disciplines, engaging Understand the importance of intellectual, physical, and emotional
with global and local issues. well-being.

Thinkers Reflective
Apply critical and creative thinking to solve complex problems Thoughtfully consider personal experiences to support learning
and make ethical decisions. and growth.

Communicators
Express confidently in multiple languages and collaborate
Additionally, Concept-based Learning drives meaningful understanding by
effectively.
engaging students in profound ideas. The IB's Approaches to Learning Skills
emphasise crucial 21st century skills such as
Principled
Act with integrity, respecting diverse cultures and perspectives. • Thinking
• Communication
Open-minded • Research
Appreciate different cultures, seeking diverse viewpoints for
• Self-management, and
personal growth.
• Social skills
Caring
enabling students to become independent, self-regulated learners.
Show empathy, commit to service, and strive to positively
impact others.
 The Premier Day and Boarding
IB World School in Malaysia

The Premier IB World School 21st Century Skills Full-Boarding IB Experience

in Malaysia We aim to develop global citizens and We are one of the few International
One of the few International Baccalaureate inspire future leaders by equipping them Baccalaureate (IB) World Schools in Malaysia
(IB) World Schools in Malaysia that offer the with the skills needed in today’s global that offer a full-boarding experience that
full-range IB programmes, including Early society, such as communication, collaboration, adheres to international standards. Our
Years, Primary Year Programme (PYP), creativity, and critical thinking. boarding programmes provide students with
Middle Year Programme (MYP) & Diploma holistic personal development, and focused
Programme (DP). attention by dedicated houseparents.

Experienced IB Educators World-Class Education School Facilities of International

Our team of teachers are experienced, and Living in a culturally diverse environment Standards
knowledgeable about the IB curriculum fosters open-mindedness and enhanced Our campus is located on a 20-acre campus,
and are well-trained to develop positive understanding of the world. We expose which includes an Olympic-sized swimming
learning with students. students to a world of knowledge through pool, 9-hole golf course, 2-storey school library,
well-established international curricula, auditorium, multi-purpose sports court,
incorporating a modern, holistic approach state-of-the-art science laboratory and many
to teaching, learning and skill-building. more.
Experience
swimming in our
Olympic-sized pool
At UCSI International School Springhill,
we believe swimming plays an essential
role in a child’s growth and development.
Located on a 20-acre campus, swimming
lessons are incorporated in the school’s
curriculum and co-curricular activities.
 Guided by six transdisciplinary themes of global significance, students broaden their learning horizons by

PRIMARY YEARS PROGRAMME developing conceptual understandings and honing their knowledge and skills across, between, and beyond
subject areas.

(PYP) The PYP Curriculum Framework

The PYP curriculum framework operates on the premise that students are active agents in their learning and
integral partners in the learning process. It prioritises people and relationships to build robust learning
(Age 4 to 11)
communities. PYP students demonstrate initiative, assuming responsibility and ownership of their learning.
(PYP 1 to 5)
Through inquiry-based learning and self-reflection, PYP students acquire knowledge, conceptual
understandings, skills, and the attributes of the IB Learner Profile, empowering them to bring about positive
change in their lives, communities, and beyond.

At the heart of the framework is the emphasis on agency, which underpins three core aspects of school life:
• The learner
• Learning and teaching
• The learning community

Embedded in the framework is the acknowledgment of the significance of nurturing individuals’ self-efficacy.
Students with a strong sense of self-efficacy actively engage in their learning and take action within their
The IB Primary Years Programme (PYP) is tailored for children aged 4 to 12 and aims to nurture learning community.
and develop young students as caring, active participants in a lifelong journey of learning.
The Six Subject Areas within the IB Primary Years Programme:
Employing an inquiry-based, transdisciplinary curriculum framework, the PYP fosters • Language
conceptual understanding and adopts a student-centred approach to education. It integrates • Mathematics
the finest educational research, thought leadership, and experience derived from IB World • Science
Schools. • Social Studies
• Arts
Evolved as a global leader in forward-thinking education, the PYP exemplifies best educational • Personal, Social, and Physical
practices worldwide, addressing the challenges and opportunities faced by young students in
our rapidly changing world. Education
The most distinctive feature of the IB Primary Years Programme is
How Does PYP Nurture and Develop Your Child? the incorporation of six transdisciplinary themes. These themes
The PYP strongly focuses on cultivating the whole child as an inquirer, both within and beyond offer IB World Schools the opportunity to integrate local and
the school environment. It offers a transformative educational experience for students, global issues into the curriculum, enabling students to transcend
teachers, and entire school communities, delivering excellent outcomes by providing engaging, the confines of subject-specific learning:
relevant, challenging, and meaningful education. • Who we are
• Where we are in place and time
PYP learners actively engage in taking charge of their learning, collaborating with teachers to • How we express ourselves
deepen their understanding, enhance self-motivation, and bolster confidence. Through actively • How the world works
participating in integrated ongoing assessments, they develop into effective, self-regulated • How we organise ourselves
learners who can respond constructively to feedback. • Sharing the planet
Action and
international-mindedness
Action being part of student agency, is important in the Primary Years
Programme (PYP). Through taking individual and collective action,
students will understand responsibilities associated with being
internationally-minded and appreciate the benefits of collaboration for a
shared purpose. (Oxfam 2015).

Student skills of taking action based on their inquiry lay a foundation for
community service in the Middle Years Programme (MYP) and creativity,
activity, service (CAS) in the Diploma Programme (DP). Through action,
students develop a sense of belonging to local and global communities
and they see themselves as competent, capable and active agents of
change. (Oxfam 2015, UNESCO 2015).

Action could be:

• a change in attitude
• a consideration or plan for action in the future
• a demonstration of responsibility, or of respect for self, others
and the environment
• a commitment to leading or participating in a youth
advocacy group
• an engagement in school decision-making or an expression
of support in community, local and global decision-making.

PYP Exhibition
At the end of PYP (PYP 5), students will hold an event to showcase their
learning outcomes. Parents will be invited to celebrate the learning and
end of the grade.
 The MYP Programme incorporates eight subject groups interconnected through five
IB Middle Years Programme interactive areas that serve as global contexts for learning. Students engage in the study of

(MYP)
at least two languages (forming part of their multilingual profile), humanities, sciences,
mathematics, arts, physical education, and technology. In their final year, students
undertake an independent 'personal project,' demonstrating the development of their
skills and understanding.

(Ages 11 to 16) The MYP core incorporates five contexts for learning, offering significant opportunities to
(MYP1 to 5) explore contemporary issues affecting students today. Teachers organise the curriculum
around the following areas of interaction, employing a common language:

• Approaches to Learning: Develops learning skills that students can employ during and
beyond the programme.

• Community and Service: Encourages students to understand their role within communities
and motivates action in new contexts.

• Health and Social Education: Equips students with skills necessary to function effectively
within societies, empowering informed decision-making concerning their well-being.

• Environments: Explores human interaction with the broader world, encompassing our roles
The IB Middle Years Programme (MYP) caters to students aged 11 to 16 and offers a in virtual, natural, and built environments.
framework that fosters creativity, critical thinking, and reflection. Encouraging intellectual
• Human Ingenuity: Examines the influence of human thought and action on the world,
challenge, the MYP establishes links between traditional subjects and their real-world
contemplating the repercussions of human intellect.
applications. It places strong emphasis on developing communication skills, intercultural
understanding, and global engagement – vital attributes for thriving in the 21st century.

Flexible enough to accommodate various national or local curricula, the MYP builds upon
the knowledge, skills, and attitudes nurtured in the IB Primary Years Programme (PYP). It
effectively prepares students for the academic rigours of the IB Diploma Programme and
the IB Career-related Certificate.

Key Highlights of the IB Middle Years Programme (MYP):

• Addresses students’ intellectual, social, emotional, and physical well-being.
• Equips students to comprehend and manage the intricacies of our world, fostering skills
and attitudes necessary for responsible action towards the future.
• Ensures a comprehensive understanding of various subjects through the study of eight
subject areas.
• Encourages the study of at least two languages to enhance students' appreciation of their
own culture and that of others.
• Provides students with the opportunity to explore a self-directed independent project in an Students will have the option of registering for a bilingual MYP e-Assessment certificate.
area of personal interest.
 Service
as Action
Service as action is an integral part of the programme,
especially in the MYP community project.

CHOOSE Students act when they apply what they are learning in
le What choices can the classroom and beyond. The community project
yc you make based on gives students an opportunity to develop an awareness
C

your reflection? of needs in various communities and address those

n

Ac
tio

tio
needs through service learning. As a consolidation of
Ac

nC
learning, the community project engages in a sustained,

ycle
in-depth inquiry leading to service as action in the
community. Students strive to be caring members of the
Action community who demonstrate a commitment to service,

Act Cycle
making a positive difference to the lives of others and
to the environment.
How can you

REFLECT
carry out your The activities can be aligned with various eco-themes
choices? such as Biodiversity, Energy, Health and Well-being etc.
Explain the This implementation will also be in line with
consequences Sustainable Development Goals (SDGs) to improve the
of your actions
overall sustainability within the school and beyond.

e
n Cycl
Actio
Personal Project
The MYP students in their final year explore an area of personal interest over an
extended period of time. This provides them with the opportunity to
consolidate their learning and develop essential skills needed for both further
education and life beyond the classroom. It also helps foster the confidence to
become principled, lifelong learners.

Elements of the personal project:

The personal project formally assesses students’ approaches to learning (ATL)
skills, including self-management, research, communication, critical and
creative thinking, and collaboration. The project comprises a process, a product,
and a reflective report.

1. Process: Includes ideas, criteria, developments, challenges, plans,

research, possible solutions, and progress reports.

2. Product or Outcome: Presents evidence of tangible or intangible results,

showcasing what the student aimed to achieve or create.

3. Report: Offers an account of the project and its impact, following a

structure aligned with the assessment criteria. The report narrates both the
process of creating the project and an evaluation of its impact on the
student or their learning.

The report undergoes assessment by the supervisor and external moderation by

the IB to ensure a globally consistent standard of excellence. Each project
receives a final achievement grade.
 The DP Core

IB Diploma Programme (IBDP) • The Extended Essay (EE): Involves independent research, delving into an
in-depth study of a question related to one of the DP subjects the students are
studying. The world studies extended essay option allows focusing on a
globally significant topic examined through the lens of a chosen subject.
• Theory of Knowledge (ToK): Cultivates a cohesive approach to learning that
(Ages 16 to 19) *
unifies academic disciplines. This critical thinking course guides students
(DP1 to 2) inquiring into the nature of knowledge, deepening their understanding of
knowledge as a human construct.
• Creativity, Activity, Service (CAS): Engages students in various activities
alongside their academic studies. Creativity encourages involvement in the arts
and creative thinking. Action promotes a healthy lifestyle through physical
activity. Service with the community offers a platform for experiential learning
and academic value. CAS's three strands enhance students' personal and
interpersonal development and facilitate journeys of self-discovery.

The DP Curriculum
IB Diploma Programme students select one subject from each of the five
groups (1 to 5), ensuring a broad understanding across their best language,
additional language(s), social sciences, experimental sciences, and
The International Baccalaureate® (IB) Diploma Programme (DP) is an assessed
mathematics. Students may opt for an arts subject from group 6 or a second
programme designed for students aged 16 to 19, widely respected by leading
subject from groups 1 to 5. At least three and up to four subjects are taken at
universities globally.
higher level (240 teaching hours), while the remaining subjects are at standard
level (150 teaching hours).
Advantages of Enrolling in the IBDP
Students joining the IBDP can expect to:
Bilingual IB Diploma
• Develop excellent breadth and depth of knowledge.
Students will be awarded a bilingual IB Diploma who complete and receive a
• Flourish physically, intellectually, emotionally, and ethically.
grade 3 or higher in two languages.
• Study at least two languages.
• Excel in traditional academic subjects.
• Explore the nature of knowledge through the programme's unique Theory of
Knowledge (ToK) course.

Benefits of the IBDP

International research demonstrates numerous advantages of choosing the DP
over other 16 to 19 curricula. For instance:
• DP students exhibit higher rates of enrolment, persistence, and graduation
compared to the national average, as found in a study on postsecondary
outcomes of DP graduates in the United States.
• IB students in higher education institutions in the U.K. are more likely to
achieve positive higher education outcomes than their A-level peers, according
to a study comparing student performance.
• On average, DP alumni displayed higher proficiencies in various 21st-century
skills compared to their non-DP counterparts in an Asia-Pacific study.
Creativity,
Activity,
Service (CAS)
Creativity, activity, service or CAS is at the heart of the DP. Its holistic
approach is designed to strengthen and extend students’ personal and
interpersonal learning as a continuum from the PYP and MYP programmes.
This implementation is also attributed with the Sustainable Development
Goals (SDGs) to improve the overall sustainability within the school and
beyond. CAS is organised around the three strands of creativity, activity and
service, which are defined as follows:

Creativity
exploring and extending ideas leading to an original or
interpretive product or performance.

Activity
physical exertion contributing to a healthy lifestyle.

Service
collaborative and reciprocal engagement with the
community in response to an authentic need.

CAS aims to develop students who:

• Enjoy and find significance in a range of CAS experiences
• Purposefully reflect upon their experiences
• Identify goals, develop strategies and determine further actions
for personal growth
• Explore new possibilities, embrace new opportunities, accept new
challenges and adapt to new roles
• Actively participate in planned, sustained and collaborative CAS projects
• Understand they are members of local and global communities with
responsibilities towards each other and the environment
 OUR Amazing Students

Farahaiman Sofriah Binti Mohamad Rameez Maria Chan Ruyi Sun Qi

Received a Full Grade in Integrated Humanities in Received a Full Grade in Integrated Humanities, Achieved the highest IB Diploma
MYP June 2021 Integrated Sciences, and Mathematics results in UIS Springhill history with
in MYP June 2021 a score of 43/45 in DP May 2021

Sebastian Ng Yik Qian Caleb Mok Jun Wen Lemuel Mok

BA (Hons) in Mass Communication, First Class Honours BSc (Hons) Nutrition with Wellness, First Class Honours Received the Immerse Education
UCSI University UCSI University Scholarship Award 2022 to attend Summer
School at Cambridge University, U.K.
Immersive English Language
Programme (IELP)
Targeting students’ success in learning

Introduction
Language is the key that unlocks the door to understanding the world
around us. However, language learners often find it a challenge to
grasp the fundamentals of a language, which may affect not only their
fluency but also their learning of academic subjects in school,
especially in a foreign environment.

At UCSI International School Springhill, our unique Immersive English

Language programme aims to support each student entering into our
International Baccalaureate system through a customised approach
centred around a safe and conducive environment for practicing and
learning the English language according to each student’s level.
Why UIS Springhill?
Learning a language through immersion is one of the best ways to get
a firm foothold in order to navigate the environment and understand
the subjects being learned.

Our campus provides the ideal environment for English language

immersion. Our experienced teachers and the subjects are taught in
English in a country where English is a working language.

The perfect environment to springboard into a voyage of step-by-step

successes.
The Programme
Assessment: Students entering the IELP will be assessed to
determine their level according to the Common European
Framework of Reference for Languages (CEFR), an international
standard for describing language ability.

Bridging to Immersion and Growth (BIG) : Students will undergo

intensive English lessons appropriate to their level in small groups.
Guided by our trained English as Foreign Language (EFL) and
English as Second Language (ESL) teachers, the smaller setting can
facilitate more guided personal interactions and better
opportunities to practice to build their English language strength.

Course-Specific Immersion (CSI) : In tandem with the intensive

English lessons, we will introduce students to learning about
specific school subjects like math, science, art, and others in
English as each student travels a unique path towards the full IB
Programme Duration
Middle Years or Diploma Programmes.
6 to 12 months

X-linked factor : In addition to English, our programme ensures

The Next Level
students stay connected with their mother languages, as UCSI
Ultimately, the Immersive English Language Programme aims to close the gap
International School Springhill offers Chinese Language and
between their initial level of English and the level of English needed for them to be
Literature classes as well as Korean classes.
assimilated for entry into the mainstream Middle Years Programme and Diploma
Programme.
Through our Immersive English Language Programme, each
student’s progress will be individually assessed and monitored for
We envision their journey here to be one where each student would not only be
readiness for the next level.
immersed in the English language at every opportunity but also in our warm,
supportive and enriching multicultural UIS community of learning tailored towards
their success in school and beyond.
 Our Co-curricular
Activities (CCAs)
At UCSI International School Springhill, we offer a wide range of
co-curricular activities which enable students to challenge themselves
and grow physically, socially, emotionally, and intellectually. There are
ample opportunities for students to explore new interests while gaining
valuable life skills, such as managing tasks, collaborating with others, and
developing a growth mindset.

CCAs (Age 4-11)

• Arts and Craft • Public Speaking • Wellness and Team Building

• Dance Club • Reading Club • Wonders of the Universe
• Lego Club • Swimming • Yoga Club
• Mathematics Club • Table Tennis • Young Scientists Club

CCAs (Age 12-19)

• Art and Design • Campus Journalism • Games and Chess • Swimming and Water Polo
• Bandanas • Cartoon Club • Gimp Photoshop • Table Tennis and Pool
• Baseball • Drama and Music • Music • Tennis
• Basketball • Drawing Time • Puzzles and Riddles • Wellness Programme
• Paper Folding (Origami) • Ultimate Frisbee

Note: The above activities are subject to change. Some activities which require an external coach may
have additional fees involved.
 Our House Teams

UCSI International School Springhill is proud to announce the formation of our inquirers, thinkers, communicators, reflective, caring, knowledgeable,
House Team system, marking another important step in our school’s history. This principled, open-minded, courageous, and balanced. We also reinforce the
way of arranging ourselves and our activities is underpinned as always by the attitudes of appreciation, commitment, confidence, cooperation, creativity,
guiding principles of an IB education. It champions participation, personal curiosity, empathy, enthusiasm, independence, integrity, respect, and
development, service and enjoyment above all else. The games and competition tolerance explicitly and expect our students to use them during all activities.
are a vehicle for use to achieve these more important aims. All activities should There are a series of activities built into the ECA time slot each month and
reinforce our IB Learner Profile attributes. Our students are always striving to be opportunities for House Meetings on Thursdays for each group in rotation.

Stingray Shark Raptor Turtle

Colour : Red | Element: Fire Colour: Blue | Element: Water Colour: Yellow | Element: Air Colour: Green | Element: Earth
Characteristics: Characteristics: Characteristics: Characteristics:
The stingray symbolises cleverness and The shark symbolises power and fearlessness. Raptor signifies wisdom, vision, and protection. Turtle symbolises good health, long life,
protection. Stingrays have faith in their abilities As a sacred animal, its power and strength provide They are beautiful and powerful who achieve perseverance and protection, determination and
and follow their inner guidance. Stingrays stay protection from enemies. It symbolises strength their goals and are not afraid of change. Raptord serenity. Turtles have the ability to stay grounded,
on course and keep moving forward. They are and aggression when it comes to opportunities symbolise wisdom, courage, and commitment. even in moments of disturbances and chaos.
adaptable and they never hesitate when it is and challenges and lasting friendships. The shark They are powerful symbols of new opportunities They know when to slow down and pace
time to take action. They also symbolise spirit animal exudes power, superiority, and always there for you, even in times of adversity. themselves. They show persistence, endurance,
awareness, balance, defence, diplomacy, authority in its natural environment. Sharks fight The raptors are truly rare finds; they nod to emotional strength, understanding and wisdom.
mobility, sharp action and tenacity. for what they want. They do not back down, and wisdom and seeing things as they are in the Turtles are survivors and know how to resist
show everyone who is in charge. world with true brilliance. attacks. They are patient and can navigate
through difficult waters very well.
Sustainable
Development
Goals (SDG)
UCSI International School Springhill embarked on its sustainability journey in
2017 by officially registering as an Eco-School under WWF-Malaysia. The
CERTIFICATE OF MEMBERSHIP school, aligned with WWF-Malaysia's conservation programmes, advocates for
This is to certify that a global mindset with local actions to bolster sustainability. Various initiatives
UCSI International School Springhill
Is a signatory of the ‘School Commitment to the Sustainable Development
like Earth Day celebrations, beach cleanups, and Service Day, alongside
Goals’ and therefore a member of the Global Schools Program.

This is a non-credit certificate for institutions by the Global Schools Program integrating Sustainable Development Goals (SDGs) and Eco-themes into IB
to encourage primary and secondary schools to actively learn about, engage
with, and take action on the Sustainable Development Goals (SDGs)
Programme lessons, underscore this commitment.

In 2020, the school received the prestigious Silver Award from WWF-Malaysia
for its sustainable practices, validated by the Eco-School’s 7-step
methodology. Collaborating with the UCSI Group SDG Secretariat Office
___________________________ facilitated events such as World Soil Day, World Environment Day, virtual
Siamak Sam Loni
Global Schools Program
gatherings, and SDG awareness quizzes, extending participation to UCSI and
other schools across Malaysia and globally. The programmes aim to foster
sustainability awareness and nurture inter-school relationships to fortify the
global community.

Eco-Schools
UCSI International School Springhill proudly earned the Silver Award certificate from WWF-Malaysia for integrating sustainable practices into its
educational activities based on the eco-school 7-step methodology. This recognition aligns with SDGs and Eco-themes, crediting the entire school
community for their collective efforts. Eco-Schools, an international initiative by the Foundation for Environmental Education (FEE), seeks to engage
students in purposeful and socially responsible learning to shape a sustainable world.

The Eco-Schools Programme (ESP), operational in over 60 countries, is overseen in Malaysia by WWF-Malaysia, with more than 180 registered schools.
UCSI International School Springhill's accomplishment signifies its commitment to sustainability, recognised through its well-integrated
eco-activities in the curriculum, active student involvement in environmental pursuits, robust support from school administration, collaboration
among diverse stakeholders, environmental education as part of learning outcomes, and active engagement with external partners in eco-learning
endeavours.
A Full-Boarding
Experience

UCSI International School Springhill is one of the few IB World Schools in Malaysia that offer a
full-boarding experience that adheres to international standards. Our boarding programmes
provide students with holistic personal development, academic enhancement, and focused
attention under the guardianship of experienced and caring houseparents. Our boarding
students will be engaging in activities and trips during the weekends. Our school has a nurse
caretaker to attend to all of our students’ wellness needs. We protect the safety of our students
by having 24-hour security personnel monitoring the campus and the school under CCTV surveil-
lance.

At UCSI International School Springhill, we believe sharing, camaraderie and teamwork are
necessary values to succeed in life, and our boarding programme supports the developments of
these values. We believe that boarding is an education in and of itself, which is why we provide
an attractive campus setting and exceptional facilities, and we encourage all of our students to
live and study on campus.

ACCOMMODATION MEALS OTHER SERVICES

• Bed with linens and pillow • Breakfast PROVIDED

• Wardrobe • Morning tea break • Laundry

• Bedside table • Lunch • Transportation

• Common study area • Afternoon tea break • On-campus Wifi

• Access card • Dinner

• Sofa
Our Facilities Laboratories Studios and
Activity Space
Sport
• Information technology lab • Olympic-sized swimming pool
• Biology lab • Creative art studio • Gym room
Our 20-acre campus is a safe and welcoming space,
• Physics lab • Home science and culinary arts studio • Basketball court
designed to enhance students’ learning experiences both in
• Chemistry lab • Performing arts studio • Volleyball court
and out of the classroom. The facilities allow us to provide a • Football field
• General science lab • Music studio
range of activities, from sports to science experiments to • 9-hole golf course
• Multi-purpose hall
performing arts. • Table tennis
• 2-storey school library
• Tennis court

9-hole golf course Gym room Table tennis Multi-purpose sports court

School classrooms Multi-purpose hall 2-storey school library Full boarding

 LOCATION MAP

20-minute
drive from Seremban

20-minute
drive from Port Dickson beach,
famous holiday destination
in Peninsular Malaysia
We are here

45-minute
drive from Kuala Lumpur
International Airport (KLIA)

WE ARE AN IB Continuum
School
No. 1, Persiaran UCSI, Bandar Springhill, 71010 Port Dickson, Negeri Sembilan, Malaysia
+6 06-653 6888 +6018-9779880 UCSI International School Springhill enquiry.sh@ucsiinternationalschool.edu.my

www.ucsischools.edu.my