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F1 IN SCHOOLS: 4 GIS teams selected for the SEA finals!!

12 Jun 2019

We are delighted to share that four of our Year 9 ‘F1 in Schools’ teams have won places in the South-East Asia Finals of this global competition! But what is F1 in Schools all about, and why is it such an exciting competition? We meet the four teams from GIS who’ve made it so far, to learn more.

What’s F1 in schools all about?

F1 in Schools Ltd is a not-for-profit company which describes itself as “providing an exciting yet challenging educational experience through the magnetic appeal of Formula 1”!

F1 in Schools is a global multi-disciplinary STEM challenge in which teams of students aged 9 to 19 deploy CAD/CAM software to collaborate, design, analyse, manufacture, test, and then race miniature compressed air-powered cars, made from F1 model block.  

The challenge inspires students to use IT to learn about physics, aerodynamics, design and manufacture – and apply them in a practical, imaginative, competitive and exciting way. It is truly a fantastic STEM Challenge! But it doesn’t end there: the students must also work together effectively to raise sponsorship, promote their brand and successfully manage budgets to fund research, travel and accommodation! It really is a STEM challenge like no other.

The Stages of the Competition

At GIS, we have supported F1 in Schools Malaysia for many years, and regularly host the first stage of the competition. During the first stage in March, 30 teams from international schools all over Malaysia come together to race their cars and battle it out for a place in the final.

The upcoming SouthEast Asian Finals of the F1 in Schools challenge are being held at the Australian International School Malaysia, on 14th June. Over a one day event, teams will get to race their cars, show off their pit displays, give verbal presentations about their models, before the winner is ultimately announced! The winner will get the chance to attend the F1 in Schools World Final in 2020!

Four teams from GIS will be joining the SEA Finals on 15th June: Infiniti, Impulse 1, Hornets and wild card entry, Amnis.

Let’s meet the teams!

INFINITI

Team members: Shee Yi Rong, Gureesha Sohan, Jessica Tomson, Leisha Rohan, Aaron Banyard

What inspired you to take part in the competition? All of us have an interest in many aspects of the competition, such as design or marketing. During the preliminary rounds, we found the experience immensely captivating and had an enjoyable time. Fortunately for us, we obtained an outstanding achievement of second place, and were all extremely motivated to work hard in the SEA Finals of the F1 in Schools competition.

What inspired your model/design? We took inspiration to create our model from the previous winners of the F1 in Schools races. Our car design is one that combines the strengths of each  past winner, along with our own unique innovations, ultimately creating the fastest possible design. We believe that our model will race to victory on the day due to the effort that we put in.

What have you found most challenging / most rewarding taking part in the competition? By far, the most challenging aspect of the competition is the heavy workload that comes with it. We were required to perform consistently, putting in more effort than has ever been done to create the best possible outcome. Thankfully, the challenges that we faced were paramount for us to develop our cohesiveness and efficiency as a whole.

What will winning the competition mean to you? For us to win this round of the competition would mean that all our hard work and effort has bore fruit to the title of champion – a title we’ve been striving to achieve since the start. We’d also advance to the final stage – the World Finals – which is something that we are all hoping to reach in the end.

IMPULSE 1

Team members: Aria Nadkarni , Lianne Marti, Amanda Suliawan, Lexing Zou, Jason Leong, Ming Yee Choong

What inspired you to take part in the competition? Initially, we took part in the project as part of our Design and Technology unit. However, upon advancing to the second stage of this competition, we have realised that it has given us the chance to build transferable soft skills that are applicable in real-life, including marketing, leadership and time management.

What inspired your model/design? Our current model is an adaptation of our initial Impulse F1’s car from the inter-school competition. The overall structure of the car has been modeled after F1 cars to decrease drag and air resistance, hence the ‘teardrop’ shape. Modifications have been made to ensure the edges of the car are smooth to create the most streamlined car possible whilst staying within the guidelines set by F1 in Schools.

What have you found most challenging / most rewarding taking part in the competition? We have faced a myriad of challenges throughout the duration of this competition. Poor time management has definitely been one of the most consistent issues we have faced and has caused us a large number of problems in the past. It is also a challenge to decide on things as a group and come to a unanimous decision, because team members often have differing opinions. However, these challenges provide us ample learning opportunities to see what we can improve on as well as what we have done well.

What will winning the competition mean to you? Winning has been a clear goal for our team since the start of this project. It would not only provide us with a euphoric sense of achievement, but it would give us a sense of extreme validation in which the effort and passion we put into this project was worth it. Winning would mean that we, as a team have checked off many boxes that an ideal team would have. Winning would mean that we have succeeded in creating a team that has the ability to cooperate with one another and use each of our strengths and weaknesses to our advantage. To us, winning is not about performing better than others, rather it is performing to our highest abilities and unleashing our full potential as a team.

TEAM HORNETS

Team members: Soumya Anand, Priyankaa Elamaran, Su Mae Khor

What inspired you to take part in the competition? What inspired us, collectively, in this F1 competition was the drive to take part in something new that would provide us with many skills that could benefit us in the future. Moreover, it seemed like a good experience and was inspiring to see other groups face and overcome challenges from the competition.

What inspired your model/design? The design engineer had to weigh in various different aspects to conclude what made a successful car. Our design is a light-weight model with a cone coming down the body. This was mostly inspired by our team identity as our team name is hornets we wanted something in our car to resemble our team, making it unique.

What have you found most challenging / most rewarding taking part in the competition? As the final competition drew nearer in school, we all started to get nervous and apprehensive. Not only did we have main roles on that day, but we would be assessed on our project which we had worked on countless days and nights. However, at the end of it, regardless our position or marks, we all appreciated the massive amount of hard work; to us was the most rewarding moment after emerging victorious.

What will winning the competition mean to you? Winning this competition will mean that regardless of the conflict and great amounts of challenges faced under the pressure of the competition, if we still manage to find our way through as a team, we would turn out successful.

WILD CARD: AMNIS

Team members: Ashika Upadhyay, Sky Mills, Naomi Chan, Ayaka Mashio, Shreya Pillai

What inspired you to take part in the competition? We decided to enter this competition because each of us, as individuals, have passions that closely correlate with different aspects of this competition. It also teaches us how to stay organised and we apprehend many skills that will be useful for us in the future.

What inspired your model/design? The themes and design of our team involve sophisticated colours that stand out. This draws more attention to us. We also chose colours that were associated with the UNO wildcard (meaning yellow, red, green, blue). We decided not to include green because it was an eyesore and didn’t go well with the other shades.

What have you found most challenging / most rewarding taking part in the competition? So far, the most challenging part has been time management. We had to make Gantt charts and to-do lists to make sure we were up to date on everything. Time management is one of the most vital aspects of any project because we can take the right amount on each task, ensuring that they’re done to the best quality. The most rewarding part of the competition so far are the new friendships we’ve made with out fellow team members.

What will winning the competition mean to you? Winning and moving on to the World Finals would be phenomenal and we would be so excite! It would mean that our hard work paid off and even if we don’t win, our work will still be worth it because we believe that the competition is all about the experience and the journey because that is where we acquire the versatile skill set that F1 In Schools helps you build.

Excited to find out more about design and engineering at GIS? Book a school tour and see our Design labs for yourself.

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Sixth Form Curriculum: Year 12 & 13
Year 1 & 2

Key Stage 5 (age 16 to 18)

Year 12 & 13 Curriculum

Introduction

The GIS Sixth Form promotes academic excellence in all students, offering international AS and A Level qualifications. These are delivered by outstanding teachers with knowledge and expertise in Key Stage 5 education, who are always ready to go the extra mile to set their students on the path to success.

However, our philosophy of education goes far beyond that. We are proud of our bespoke Sixth Form Diploma which allows students to enrich their studies beyond the formal curriculum, develop leadership skills and nourish a love of learning. In Sixth Form, we recognise the need to equip our students with the soft skills that will prepare them for like beyond our school, and are proud of the opportunities our students have to do this as part of our THRIVE Programme, GIS electives and through our extensive CCA programme.

Underpinning everything we do is our approach of academic care. As well as the care and support of their tutors team, our students complete lessons in Social and Emotional Learning to promote the wellbeing and understanding of others that helps support their success both during their time in GIS and beyond.

As a result of our track record of academic excellence, holistic approach and skills-based education, it is not surprising that GIS Sixth Form students are sought after by the world’s best universities. 

In The Classroom

Taught Curriculum

Students can select from a wide range of A Level subjects which are recognised globally and support our students’ progression to universities in a wide range of countries. These are taught by subject specialists who inspire students to explore their passions and provide rigour and challenge to develop higher-order thinking skills.

A Level
(Cambridge & Edexcel)

Beyond the Classroom

Wider Learning

The range of opportunities that our students benefit from beyond their taught curriculum causes them to really stand out. Our wider learning programme gives students the opportunity to get involved in things that they enjoy, build a sense of community and develop skills that they will use in later life.

Bespoke Learning

GIS Diploma Programme

At GIS, we believe in the importance of a holistic education, which is about more than just achieving fantastic A Levels. We believe it also needs to prepare our students for the future, enabling them to develop a broad knowledge and a wide range of skills. For this purpose, we have developed our curriculum, offering an extensive choice of electives that will help prepare students for the next steps and life beyond school. Our GIS Sixth Formers are given the opportunity to complete the GIS Diploma or the GIS Diploma with Honours.

A GIS Diploma is awarded to students who:

A GIS Diploma with Honours is awarded to students who:

Secondary Curriculum: Year 10 & 11
Year 10 & 11

Key Stage 4 (age 14 & 16)

Year 10 & 11 Curriculum

Introduction

The Secondary School curriculum at GIS focuses on supporting young confident adults to reach their potential, in line with our GIS Learner Skills and our commitment to ensuring academic care for all.

Our Year 10 to 11 (KS4) curriculum is designed to meet the academic, personal and cultural needs of our students and better equip them for future challenges, while at the same time creating enjoyable learning environments that inspire and motivate. Students begin to select courses that appeal to them and follow a broad range of examined and non-examined subjects that prepare them for success both in and out of the classroom. Alongside examined subjects, students follow courses designed to develop them as individuals through Social Emotional Learning and a range of elective subjects. The Year 10 and 11 curriculum creates young adults not only with strong academic credentials but who are also well rounded individuals ready for the next stage of their learning.

Our focus on involvement outside the classroom alongside academic excellence aims to create the opportunity for students to become world changers in both their local and global communities.

In The Classroom

Taught Curriculum

Our KS4 taught curriculum provides students with a balanced yet bespoke programme of study at GIS. At its core is a personalised combination of International GCSE qualifications that all students undertake and enhanced by our elective program. To ensure students are well rounded with successes beyond just academic achievements, the programme offers all students in KS4 a range of bespoke GIS elective courses as well as the study of Social and Emotional Learning. This balanced robust curriculum ensures students are well prepared for our our outstanding GCE (A Level) programme in Key Stage 5 (Years 12-13) or study beyond GIS. As with all other Key stages academic care remains central to our ethos with regular curriculum time allocated to the pastoral system and supported through contact with tutor groups.

Core Subjects

Option Subjects

Beyond the Classroom

Wider Learning

Our KS4 wider curriculum supports students in their engagement, enjoyment and personal personal development as they move through Years 10 and 11. A wide range of activities are available that take place beyond timetabled lessons enable all students to gain engage in our school community and develop as individuals.

Bespoke Learning

GIS Elective Programme

At GIS we believe in the importance of a holistic education that is more than just achieving fantastic IGCSEs: it also needs to prepare you for the future, which requires a broad knowledge and wide range of skills. For this purpose, we have developed our curriculum, offering an extensive choice of electives that will extend learning and help prepare you for your own next steps and life beyond education.

Secondary Curriculum: Year 7 to 9
Year 1 & 2

Key Stage 3 (age 11 to 14)

Year 7 to 9 Curriculum

Introduction

The Secondary School curriculum at GIS focuses on supporting young confident adults to reach their potential, in line with our GIS Learner Skills and our commitment to ensuring academic care for all.

Our Year 7 to 9 (KS3) curriculum is designed to meet the academic, personal and cultural needs of our students and better equip them for future challenges, while at the same time creating enjoyable learning environments that inspire and motivate. Students follow a broad and balanced range of subjects that are linked to the National Curriculum of England and Wales but modified to create courses appropriate for an international education.

Our focus on involvement outside the classroom alongside academic excellence aims to create the opportunity for students to become world changers in both their local and global communities.

In The Classroom

Taught Curriculum

Our KS3 taught curriculum provides students with a broad and balanced approach to study at GIS. A range of subjects are followed that gives learners a solid foundation to build upon in later years and ignite a passion for learning. Alongside delivering strong academic foundations, our KS3 taught curriculum is supported through our academic care provision. Students are supported by one-to-one conversations with subject teachers and tutors about their learning.

Core Subjects

Option Subjects

Beyond the Classroom

Wider Learning

Our KS3 wider curriculum supports students in their engagement, enjoyment and personal development as they move through Years 7 to 9. A wide range of activities are available that take place beyond timetabled lessons enable all students to gain engage in our school community and develop as individuals.

Early Years Curriculum: Nursery & Reception
Nursery & Reception

Early Years Foundation Stage (age 3 & 5)

Nursery & Reception Curriculum

Early Years

Our EYC learning environment, both inside and outside, is well-resourced and offers a wide range of multi-sensory learning opportunities that are linked to the UK Early Years Foundation Stage (EYFS) Curriculum. We balance play-based learning with the teaching of fundamental literacy and numeracy skills, PE and music lessons, as well as social and emotional skill development.

Mandarin is taught as an additional language through a combination of discrete teacher-led sessions, and as part of continuous provision, with our outstanding teachers encouraging authentic and natural language acquisition amongst our youngest learners.

Throughout their time at EYC, our young learners have opportunities to follow their interests and take ownership over their learning. This is encouraged through first-hand experiences that create a sense of awe and wonder for children, inspiring them to learn more about the world around them.

Children’s brains develop connections faster in the first five years than at any other time in their lives. This is the time when the foundations for learning, health and behaviour throughout life are laid down. In fact, by the time they turn five 90% of their brain will have been developed.

Our curriculum and approach are designed to ensure that a strong foundation is laid down to support your child’s further development throughout their life.

In The Classroom

Taught Curriculum

Our Early Years offering consists of carefully designed opportunities to learn through play, directed curriculum and wider learning opportunities such as Jungle School, gardening and cooking.

A Unique Child

Prime

Specific

Mandarin

Jungle School Programme

Beyond the Classroom

Wider Learning

Even at EYC, we offer a broad curriculum, with the aim of igniting passions and developing new interests amongst our children. We offer swimming, Water Play Days, Woodwork, Cooking, Trips and CCAs. We also offer our Jungle School programme. Unique to Malaysia, this is a hands-on programme based on the ‘Forest School’ approach in Europe. At Jungle School, our EYC children are able to learn about nature, explore and take risks is a safe and controlled environment and learn to become responsible citizens of the earth who respect and preserve her resources.

Primary Curriculum: Year 3 to 6
Year 3 to 6

Key Stage 2 (age 7 to 11)

Year 3 to 6 Curriculum

Introduction

This stage builds upon the foundations laid in the Early Years and Key Stage 1, preparing children for the next phase of their education. English is taught daily with a strong emphasis on the development of speaking, listening, reading and writing skills. The development of practical, mental and applied mathematics is achieved through our mathematics lessons.

In Years 5 and 6, French and Spanish are added to the World Languages programme. Students can decide to continue learning the Asian language they have been learning or replace this choice with one of the European languages. Either way, they will still have the opportunity to learn the other language as part of the language club programme after school. Homework is provided throughout the school, and is aimed at consolidating skills taught at school and encouraging parents to play an active role in their children’s education.

Children’s progress is assessed throughout Key Stages 1 and 2 to ensure we have a good understanding of their ongoing progress, individual abilities and to ensure their future needs are met.

In The Classroom

Taught Curriculum

The Primary Curriculum follows a topic-based, cross-curriculum approach to learning with the British National Curriculum as it’s foundation. Soft skills are developed through a set of bespoke ‘Golden Threads’ that are carefully interwoven throughout the curriculum.

Subjects taught in our topic curriculum are:

Specialist Teaching subjects are

Beyond the Classroom

Wider Learning

In Year 3 to Year 6 we offer our students wider learning opportunities to encourage them to learn new interests and skills beyond the classroom including:

Primary Curriculum: Year 1 & 2
Year 1 & 2

Key Stage 1 (age 5 to 7)

Year 1 & 2 Curriculum

Introduction

The first key stage of school welcomes children from Early Years into the Primary School and encourages each child to continue their development and maintain the fun, active approach to learning. Information Communication Technology (ICT) is used to support the learning process. Classroom-based learning along with a broad co-curricular programme and education outside the classroom ensure we provide a holistic education for your child.

The majority of learning takes place in the nurturing environment of the classroom facilitated by the classroom teacher and assistant teachers. Specialist teachers support the teaching of Art, Music, ICT and Physical Education. In World Languages, students learn Mandarin or Bahasa Malaysia – the national language, helping them to develop the skills and passion to learn an additional language in depth. Students also have the opportunity to explore other languages as a part of the language club programme which happens after school. Science, History, Geography, Design Technology and Drama are taught through our exciting Topic Curriculum which is underpinned by the ‘Golden Threads’ of Intercultural Learning and Social and Emotional Learning.

GIS utilises both the classroom and education opportunities outside the classroom to provide a programme that develops World Changers. At GIS we believe that our responsibility goes beyond producing outstanding academic results. We are fully committed to providing a holistic, well-balanced education.

In The Classroom

Taught Curriculum

The Primary Curriculum follows a topic-based, cross-curriculum approach to learning with the British National Curriculum as it’s foundation. Soft skills are developed through a set of bespoke ‘Golden Threads’ that are carefully interwoven throughout the curriculum. The subjects taught in our topic curriculum are: English, Science, Mathematics, History, Geography, Information and Communication Technology (ICT), Art & Design, Design Technology

Subjects taught in our topic curriculum are:

Specialist Teaching subject are:

Beyond the Classroom

Wider Learning

 

In Year 1 & 2 we offer our students wider learning opportunities to encourage them to learn new interests and skills beyond the classroom including:

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