School Advisor Articles

How Alicia Sue Yng Yong Thrived in an International School Environment

Published by SchoolAdvisor | Aug 20, 2024

It's not easy to move from a state school to an international school. The transition can be challenging as it involves adapting to a new curriculum, different teaching methods, and a diverse student body. Students may face difficulties adjusting to new academic expectations and social dynamics, which can be quite different from what they are used to. In fact, that's what Alicia Sue Yng Yong experienced when she moved to elc International School. 

"I did not know what to expect from such a different learning environment and was even slightly intimidated and nervous.”

However, the transition turned out to be a remarkable experience, profoundly shaping her academic and personal growth.

Studying at elc International School

At elc International School, Alicia found herself in a smaller and more intimate setting than her previous school. With only three classes of 20 students each year, the environment was personable and focused. This smaller setting allowed teachers to offer more individualised attention and it also helped forge stronger friendships among students. Many of Alicia's closest friends today are those she made back in Year 7, nearly a decade ago.

At first, Alicia found her teachers strict and demanding, but she soon realised that their high expectations were essential for building discipline and perseverance. This rigorous approach to teaching fostered a strong work ethic and attention to detail that Alicia finds valuable as she prepares to enter the workforce after university. Among her teachers, Ms. Suemae, her English teacher, had a particularly profound impact. 

"Not only was she relentlessly diligent in preparing us for exams, but I also remember our classes being filled with insightful conversations about real-world issues. She was one of the first teachers who taught me that learning beyond the classroom and within the context of the real world is equally, if not more important, than learning within the classroom."

The Duke of Edinburgh (DOE) programme, introduced during Alicia's time at ELC, was an impactful CCA that enriched student life even in its early stages.

The school also emphasised the development of soft skills like teamwork and communication. Events like sports day along with unique house days for subjects such as maths and science, computing, and the performing and fine arts, encouraged a spirit of healthy competition and personal growth. 

IGCSE Experience and Achievements

During her time at elc, Alicia took 10 IGCSE subjects, including core subjects like First Language English and Math, and additional subjects such as History, Geography, Biology, Physics, English Literature, Second Language Malay and Art. 

The school's dedication to academic excellence was evident in its strong IGCSE track record and the teachers' commitment to students' success. Teachers at elc were known for their attentiveness and willingness to provide extra support, such as after-school sessions and private meetings to address academic concerns.

The result? Alicia scored A* in History, English Literature, and Second Language Malay. Conversely, Maths and Physics were her weaker subjects, with Bs.

"Math has never been my strongest subject, but I vividly remember attending after-school math sessions on Wednesdays with Ms. Lalitha. She never gave up on me, despite my persistent frustration with the subject."

Another memorable experience for Alicia was a meeting with her history teacher, Ms. Sheela, after the IGCSE mock exams. Feeling disheartened by her mock exam results and resigned to an A as her final grade, Alicia was pleasantly surprised by Ms. Sheela’s confidence in her potential. "She strongly believed I could achieve the highest grade and predicted an A* for me, despite my doubts. In the end, she was right. History became one of my highest grades, and it was one of the few subjects I pursued at A-Levels."

Engaging in Co-Curricular Activities

While Alicia wasn't the most active in co-curricular activities (CCAs), elc made participation a requirement, with sessions on Tuesdays and Thursdays. These after-school activities provided a relaxed environment to socialise with friends and explore personal interests.  Alicia enjoyed participating in art-related activities, particularly acrylic painting and even tried out rugby. 

A particularly impactful CCA was the relatively new Duke of Edinburgh (DOE) programme. The school promoted it as a valuable addition to student life, and Alicia took full advantage of this opportunity. 

"Through the DOE programme, I volunteered with a cash-based mobilisation programme for refugees. This role involved interviewing and offering financial aid to refugees that would help provide support navigating their new environments."

This experience sparked Alicia's interest in immigration and public international law, which she later highlighted in her personal statement for university applications."

At The International School @ Parkcity, Alicia participated in the 24-hour race.

Transition to The International School @ Parkcity

While many of Alicia’s friends opted for college environments for their A-Levels, Alicia chose to stay in a school setting for its pastoral support and dedicated higher education (HE) team. Her sixth-form experience at The International School @ Parkcity (ISP) mirrored the small, close-knit atmosphere of elc, with classes that promoted a personable and interactive learning environment. For example, her history class had just three students, including herself.

This small cohort proved especially beneficial when the pandemic struck in 2020, forcing a rapid shift to online learning. Despite the challenges, ISP adapted quickly, maintaining smaller online classes to ensure a quality learning experience for students.

Though Alicia wished she had more time to fully immerse herself in ISP’s culture and the A-Level experience, she felt that the pandemic didn’t diminish the vital pastoral support provided by the HE team. 

"I remember scheduling regular calls and meetings (online and offline) with the Head of Sixth Form, Ms Patricia, to discuss and develop my personal statement. At the end of the process, I had gotten through approximately 10 drafts, all of which were thoroughly developed through her guidance. I was very content with my final draft and grateful for the support of the HE team; I would not have gotten as far as I have without their guidance."

Alicia achieved impressive results, earning A* grades in History, English Literature, and the Extended Project Qualification (EPQ), along with an A in Psychology. The EPQ, in particular, was instrumental in her university application. Her research essay on international relations and public international law showcased her budding interest in law, which she later highlighted in her personal statement. However, it was not without challenges. 

“During times of frustrations and confusion, my supervisors, Mr Mark and Ms Sarah, were always ready to help me decipher and organise my thoughts through a meeting. With their help, I developed and revised my ideas into a coherent, 5,000-word essay, which scored an A*. This qualification, paired with the robust university guidance and advice provided by the HE team, was an immense help in gaining admission into King’s College London.”

Alicia graduated with a Bachelor of Laws (LLB) from King's College London, earning a 2:1.

Pursuing an LLB at King’s College London

Alicia didn’t always see herself pursuing an LLB, nor did she believe it was within her capabilities. As an A-level student, she initially seemed indifferent about university admissions and courses, a front she adopted to hide her uncertainty and fear of the future. Unlike her peers who were excited about university life, Alicia felt more anxious as she progressed through her A-Levels.

This anxiety began to lessen after she talked with supportive friends and teachers. The HE team at ISP, always accessible in their offices within the sixth-form building, played a crucial role in easing her concerns. They offered a wealth of resources, including informative sessions with university representatives and alumni from various fields and countries, which helped Alicia see the breadth of options available.

These resources, along with the encouragement from her peers and teachers, helped Alicia recognise that law, particularly the LLB, was not only an area she could be academically interested in but also excel at, given her strengths in History and English Literature. This realisation, supported by the nurturing environment at ISP, allowed her to confidently embrace and succeed in her chosen field.

The diversity and community at her ELC and ISP made it easier for Alicia to adjust to life in London.

Finding Her Place in London

London is often celebrated for its vibrant cultural diversity, but Alicia initially found it challenging to establish her place in the university community and the city itself. The transition to living and studying abroad was overwhelming, marking her first experience in a new country. However, the sense of community and diversity she had experienced at elc and ISP helped ease her social integration.

"Experiencing university life and the journey into adulthood alongside such a diverse group of individuals has profoundly broadened my perspective. It has been a constant reminder of my privilege and upbringing through my schooling that have afforded me these enriching experiences."