During the observation week, I noticed that teachers employed diverse approaches in preparing and delivering lessons. The school is divided into four sections: one International Class Program (ICP) and three regular classes. A notable difference between the two is the teaching materials used. The ICP utilizes Cambridge Textbooks as the primary reference for teaching and learning mathematics, whereas the regular classes rely on locally available textbooks written in the students' native language. This distinction in teaching materials may have significant implications. The ICP's adherence to the Cambridge curriculum may result in a more international perspective, whereas the regular classes focus on local context. These books are available in the school's library so students can have an access to these books.

One notable observation during my visit was the school's utilization of technology to enhance teaching and learning. Specifically, the availability of a stable internet connection and television sets in classrooms stood out. Teachers leveraged these resources to present engaging multimedia content, including PowerPoint presentations and audio-visual materials, which undoubtedly enriched the learning experience. The seamless integration of technology allowed instructors to illustrate complex concepts more effectively, capturing students' attention and fostering a more interactive environment.

The assessment process observed was similar to practices in the Philippines, where students receive test questionnaires and have allotted time for each subject amd each test is more on the cognitive domain. However, a notable difference was the classroom seating arrangement. Students from various sections were mixed and seated alternately in columns within a single classroom. When I inquired about this setup, a student explained that it was a deliberate strategy employed by the school to minimize cheating.