Mahans International School

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Our Curriculum

The Mahanschool curriculum is a dynamic educational model integrating the rigorous Cambridge International curriculum with a culturally enriched Chinese literature and moral education, innovatively tailored using the Mahanschool methodology. This curriculum is crafted to equip students with a robust academic foundation in essential subjects like English, Mathematics, and Science while deeply embedding rich traditions in Chinese cultural elements.

Drawing inspiration from Confucius’ Six Arts, the literature component enhances students’ appreciation of classical and contemporary Chinese texts and artistic expressions. Simultaneously, the moral education segment, revitalized for the 21st century through Mahanschool, is based on traditional Chinese virtues and moral reasoning. This comprehensive approach promotes intellectual growth and problem-solving skills and fosters ethical awareness and cultural appreciation, preparing students to excel locally and globally in an increasingly interconnected world.

Early Childhood (EC)

  • EC 1 : 3 years old
  • EC 2 : 4 years old
  • EC 3 : 5 years old

Mahanschool Early Childhood Program for three-year-olds focuses on holistic development through playful learning. The curriculum fosters cognitive, social, emotional, and moral growth in a nurturing environment. Children engage in activities that enhance their language skills, fine and gross motor coordination, and creativity. The program includes moral education based on the principles of Di Zi Gui, teaching respect, responsibility, and kindness. This encourages children to learn about the world around them through interactive play, storytelling, and art projects. With a low student-to-teacher ratio, each child receives personalized attention, ensuring a solid foundation for lifelong learning.

A broad and balance curriculum:

  • Chinese Studies
    • Chinese classical literature
    • Moral Education
    • Poetry
    • Practical Life Activities
  • Physical Education
  • Art & Music
  • English
  • Bahasa Melayu

Mahanschool Early Childhood Program for four-year-olds at our preschool is designed to nurture a well-rounded development in young learners. This program uniquely combines cognitive and emotional development with an enriching focus on cultural and moral education. Through lessons on the moral principles of Di Zi Gui, children learn the importance of virtues like respect and empathy. The curriculum is further enhanced by introducing Chinese literature, classical works, and poetry, connecting students with their rich cultural roots. Additionally, practical life activities are included to help children develop key life skills such as self-reliance, problem-solving, and coordination. Our engaging mix of activities, including interactive play and creative projects, ensures that each child enjoys a vibrant, supportive, and comprehensive learning experience.

A broad and balance curriculum:

  • Chinese Studies
    • Chinese classical literature
    • Moral Education
    • Poetry
    • Practical Life Activities
  • Physical Education
  • Mathematics
  • Art & Music
  • English
  • Bahasa Melayu

Mahanschool’s program for five-year-olds equips children for a smooth transition into primary school through a well-rounded and engaging curriculum. Core subjects like English and Mathematics build strong academic foundations, while Di Zi Gui-based moral education instills values such as respect, honesty, and kindness. The program also includes Chinese literature, classical texts, and poetry to deepen cultural understanding. Practical life activities encourage independence and real-world problem-solving. This holistic approach ensures each child is confident, capable, and ready for the next stage of learning.

A broad and balance curriculum:

  • Chinese Studies
    • Chinese classical literature
    • Moral Education
    • Poetry
    • Practical Life Activities
  • Physical Education
  • Mathematics
  • Art & Music
  • English
  • Bahasa Melayu

Primary 1 to Primary 3

  • P 1 : 6 -7 years old
  • P 2 : 7- 8 years old
  • P 3 : 8 - 9 years old
The curriculum for Primary 1 to Primary 3 provides a solid foundation in both essential academic subjects and enriching cultural studies, crafted to develop essential skills and cultural awareness in young learners:
  • English
  • Mathematics
  • Science
  • Chinese Classical Literature
  • Moral Education
  • Music
  • Art & Design
  • Bahasa Melayu
  • Physical Education
This curriculum blends academic learning with cultural exposure and physical development to ensure a comprehensive and balanced educational experience for early primary school students

Primary 4 to Primary 6

  • P 4 : 9 - 10 years old
  • P 5 : 10 - 11 years old
  • P 6 : 11 - 12 years old
The curriculum for Primary 4 to Primary 6 offers a balanced focus on both Cambridge subjects and cultural studies, aiming to equip students with comprehensive academic skills, physical development, and a deep appreciation of their heritage:
  • English
  • Mathematics
  • Science
  • ICT
  • Chinese Classical Literature
  • Moral Education
  • Music
  • Art & Design
  • Bahasa Melayu
  • Sejarah
  • Physical Education
This diverse curriculum is designed to ensure that students excel academically and grow into well-rounded individuals with a strong sense of cultural and national identity.

Lower Secondary Level

  • Y 7
  • Y 8
  • Y 9

Our Lower Secondary programme combines the internationally recognised Cambridge curriculum with a strong foundation in Chinese Studies. Students develop critical thinking and academic skills across key subjects, while also exploring Chinese language, culture, and core moral values. This balanced approach fosters global awareness, character development, and readiness for future success.

A broad and balance curriculum:

  • English (Second Language)
  • Bahasa Melayu (Compulsory for Malaysian Students)
  • Mathematics
  • Science
  • Malaysia History & Geography
  • ICT/Computer Science
  • Chinese Language (Mahans Chinese Studies)
  • Music
  • Art (Calligraphy & Paint Brush)
  • Physical Education

Upper Secondary Level

  • Y 10
  • Y 11

Core Cambridge subject:

  • English (Second Language)
  • Bahasa Melayu (Compulsory for Malaysian students)
  • Mathematics (Core/Extended)
  • Physics
  • Chemistry
  • Biology
  • Malaysia History & Geography
  • ICT(Optional based on student interest)

Chinese Studies:

  • Chinese Language (Mahans Chinese Studies)
  • Music / Calligraphy & Paint Brush (Elective)

Core Cambridge subject:

  • English (Second Language)
  • Bahasa Melayu (Compulsory for Malaysian students)
  • Mathematics (Core/Extended)
  • Business Studies
  • Accounting
  • Economics
  • Malaysia History & Geography
  • ICT (Optional based on student interest)

Chinese Studies:

  • Chinese Language (Mahans Chinese Studies)
  • Music / Calligraphy & Paint Brush (Elective)

Chinese Language Pathways at Mahans International School

Our school offers two Chinese language pathways: First Language Chinese (CFL) and Second Language Chinese (CSL), designed to respond to students’ different language backgrounds and learning needs.
Second Language Chinese is a learning pathway designed for students from diverse language backgrounds. Therefore, its curriculum focus naturally differs from that of First Language Chinese. The Second Language programme emphasises listening comprehension, reading and writing basic classical and contemporary Chinese texts, appropriate response, and clear expression. It aims to build students’ understanding and spoken communication skills step by step, enabling them to use Chinese effectively in everyday and learning contexts.
First Language Chinese, on the other hand, is built upon a more established foundation of Chinese proficiency. The curriculum includes reading, writing, and the recitation and internalisation of selected classical texts and poetry, as well as cultural understanding. Memorisation, when guided and meaningful, is not rote learning, but a way for language to take root. It focuses on language depth, thinking skills, and cultural literacy, supporting students in using Chinese as a medium for thought and learning.
The two pathways do not represent differences in ability level, but rather differences in learning focus and long-term development. The school respects parents’ choices based on their child’s language background and family considerations, and provides professional guidance to help families understand the distinct learning approaches and developmental pathways.
In addition, the school provides a flexible pathway transition mechanism. As students’ language abilities grow and learning needs evolve, adjustments between pathways may be considered at appropriate stages. This ensures that each student continues learning in the environment best suited to their development, without being limited by an early choice.

Chinese Language Pathways – Frequently Asked Questions (FAQ)

The difference lies in learning focus, not ability ranking. First Language Chinese is designed for students with a strong Chinese foundation and focuses on language depth, reading, writing, classical texts, poetry, recitation, and cultural understanding. Second Language Chinese is designed for students from different language backgrounds and focuses on listening comprehension, appropriate response, and clear expression in everyday and learning contexts. Both pathways are academically purposeful but serve different learning needs.

No. Second Language Chinese is not easier, but different in focus. Rather than extensive reading of classical texts or memorisation, it is designed to help students build functional communicative competence in Chinese.

In First Language Chinese, recitation and memorisation are important ways for language to be internalised, rather than mechanical drills. Through guided recitation, students develop a deeper sense of rhythm, linguistic intuition, structure, and meaning, allowing Chinese to gradually become part of their thinking.

The Chinese Application Pathway (Second language) focuses on comprehension and practical use. Simplified Chinese is used as the primary script to reduce the initial reading load and to help students build stable and confident language use. At Mahans International School, teachers will also introduce basic comparisons between Simplified and Traditional characters at appropriate stages, so that students develop general awareness without added learning pressure.

The Chinese as a Primary Language Pathway (First Language) places greater emphasis on language depth and understanding. As classical texts are predominantly presented in Traditional Chinese, students, once their language ability is sufficiently mature, are guided to learn both Traditional and Simplified characters. This allows them to read classical texts directly and to develop a more complete, well-grounded foundation in Chinese.

Yes. The school respects parents’ choices. However, families should understand that:
First Language and Second Language Chinese follow different learning pathways.
Choosing Second Language Chinese means prioritising communication skills over textual and classical depth.

No. The school provides a flexible pathway transition mechanism. As students’ language abilities and learning needs develop, pathway adjustments may be considered at appropriate stages.
The school provides professional guidance based on each student’s language use background, learning progress, and classroom adaptation. By helping parents understand the distinct focus and characteristics of each pathway, the school supports families in making an informed and appropriate choice that best meets the child’s learning needs.

A Note to Parents

First Language Chinese and Second Language Chinese are not about which pathway is “better”, but about which pathway best supports a child’s language development at a given stage. While First Language Chinese enables students to think, reason, and make judgements using Chinese as a medium, Second Language Chinese focuses on developing the ability to communicate effectively in Chinese. In essence, First Language Chinese develops the ability to judge and reason through Chinese—not merely what to say or how to say it, but why you say it.
Mahans International School
First Language Chinese vs Second Language Chinese Pathways
Dimension First Language Chinese CFL (Primary Language Pathway) Second Language Chinese CSL (Application Pathway)
Language Background Chinese functions as a primary language of thinking and learning Chinese is not the primary language of thinking
Core Learning Goal Deep thinking, judgement, and communication through Chinese Understanding and effective communication in Chinese
Listening & Speaking Nuanced comprehension and precise expression Functional comprehension and clear expression
Reading Focus Classical and modern texts, poetry, extended reading Everyday texts, practical language input
Learning Approach Reading, writing, guided recitation and memorisation, discussion, interpretation Listening, speaking, comprehension, response-based practice
Writing & Literacy Structured writing, language depth, character awareness Functional writing for communication
Script & Characters Character recognition and practical use of Traditional and Simplified Chinese; character structure and meaning Character recognition and practical use of Simplified Chinese; character structure and meaning. Traditional Chinese stay at supplementary level.
Cultural Dimension Language as a carrier of thought, values, and culture Culture introduced through communicative contexts
Learning Pace Long-term, cumulative development Flexible, progressive development
Best Suited For Students with sufficient Chinese proficiency to use Chinese as a thinking language Students from non-Chinese-speaking or mixed-language backgrounds
Long-term Development Academic Chinese, reasoning ability, cultural literacy Communicative competence, confidence in spoken Chinese