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Malaysia, Kuala Lumpur
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In the Early Years Centre, the curriculum is explicitly designed to support children’s personal, social, and emotional development through the International Early Years Curriculum (IEYC). It emphasizes play-based enquiry, reflection, and activities like “Story Circle,” which build communication and social confidence. The Primary and Secondary brochures also highlight goals such as emotional well-being, social interaction, leadership skills, and spiritual awareness as part of holistic development.
The school does not publicly disclose information regarding Special Educational Needs (SEN) provision or specific services for students requiring additional learning support. There is no mention of specialist SEN staff, facilities, or programmes on the school's website.
The school does not publicly disclose information regarding English as an Additional Language (EAL). While English is the primary medium of instruction, there are no details on targeted support for students who are not native English speakers.
There is no specific information available about mental health counselling services, staff, or formal programmes.
The school does not publicly disclose information regarding its safeguarding or child protection policies.
Established in 2007, the IMAS Putrajaya campus in Precinct 14 offers a bilingual Arabic-British education for students aged 3 to 18 years. The school combines the British (Cambridge IGCSE) curriculum with Arabic and Islamic education, delivered primarily in English alongside subjects including Arabic and Bahasa Malaysia. Classes average 25–30 students, fostering interactive and supportive learning environments. The campus houses around 1,600 students of diverse nationalities and provides co-educational learning in Primary, with separated classes in Secondary. Physical proximity to government and civic centers in Putrajaya offers ease of access and a calm learning locale. IMAS emphasizes academic enrichment, STEM disciplines, and a culture of service, reflected in its motto: “Enter to Learn, Leave to Serve.” From Grade 3, students engage in structured co-curricular activities, balancing curriculum and broader personal development.
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