Our
Curiculum

 

CURRICULUM

Accredited as an SPK (Satuan Pendidikan Kerjasama) school in Indonesia, Mentari Intercultural School Jakarta's elementary (Years 1 to 5), Junior High (Years 6 to 10) and High School (Years 11 and 12) are authorized to follow the International Baccalaureate Curriculum categorized in as Primary Years Programme (IB PYP), Middle Years Program (IBMYP) and the Diploma Programme (IBDP). At MIS we implement the National Indonesian Curriculum, Kurikulum 2013.

PRESCHOOL

OUR MISSION

 

Mentari Preschool Jakarta provides a great and nurturing environment that enables our young children to develop a love for learning while fostering in them essential values of respect, courtesy, honesty and kindness.

 

OUR VISION

 

The school envisions to inspire and nurture preschoolers and kindergarteners to become high-spirited towards learning; thereby, molding them to be well-balanced, healthy, happy, and good-mannered young individuals.

 

OUR OBJECTIVES

 

The school has designed a curriculum that captures the wholistic facets of a young learner‘s growth and development. Realizing that the early years are the very basic foundation of education, the school aims to:

 

  • instill significant values, emphasizing on good manners, discipline and responsibility among the children;

 

  • enhance the children‘s fine and gross motor skills through art, music and physical education;

 

  • develop the learners‘ spoken and written communication skills in English, Bahasa Indonesia and Mandarin languages through involvement of various communicative learning activities;

 

  • develop the children‘s logical-mathematical abilities through Numeracy;

 

  • lead the learners to a basic understanding of concepts on animals, nature, people and the world through Natural Sciences and Geography;

 

  • promote awareness among the children on the fast changing global society through learning basic concepts on Computer system.

 

OUR CURRICULUM

 

We have created an eclectic curriculum, which combines positive points of different methods and defined it as a Developmental Curriculum. The scope of learning becomes gradually wider and more informative as children progress from one class to another. It advocates on developing the physical, social, emotional, intellectual and moral aspects among the children in their formative years.

 

We also adapt a Thematic Approach to make school more fun and exciting for our children. Each school year, we decide on different themes like: Space, Rainforest, Seasons, Transportation, Homes, Nutrition, Nursery Rhymes and a whole lot more. Focusing on various themes each term makes learning of the kids more meaningful and enriching.

 

Montessori Teaching Method

 

The Montessori Method is primarily used by the teachers to make learning more effective among the children. This ensures that the skills of the children are developed in a wide range; learned and developed at the appropriate time.

 

Our Montessori environment is carefully designed to meet the children‘s individual learning needs. It is fully equipped with the necessary teaching materials in the five respective areas: Language, Mathematics, Culture, Sensorial and Practical Life. The children are free to work with any material they like under the guidance of their teachers.

 

This teaching method enables our children to learn discipline, self-control, independence and responsibility. It is a great method to establish a strong foundation of the children‘s academic as well as self-help skills.

 

Classroom Learning Centers

 

The learning centers created in the classroom serve as extensions of the Montessori. It offers our children a hands-on learning style, making them independent and responsible. More importantly, it teaches them about sharing and communicating with others while working in the same center. While the teacher works with small groups, some children are designated to the centers to keep them busy. This non-traditional approach of teaching is implemented into our curriculum by setting aside a few hours of working time each day in our Class Time Table.

Assessment Method

 

The Brigance Screen is an American developmental assessment system. An evaluation of the children is being conducted twice a year, specifically on the Second Term (October-December) and Fourth Term (April-June). This helps us in our program planning and in determining appropriate placement of a child. The Brigance Assessment provides a reliable measure of the child‘s skill level and progress in different areas. Through this method, teachers are able to test the child‘s emotional, physical, social and mental growth as well as the development of his/her fine and gross motor skills. 

Primary School (Grade 1-5)

The Primary Years Programme is a curriculum framework developed by the International Baccalaureate that promotes the development of the whole child. International mindedness is a large part of this developmental objective. The framework is made of up five essential elements, knowledge, concepts, skills, attitudes, and action. Knowledge, concepts and skills that constitute each of the core subject areas is organized in detailed frameworks called the scope and sequence. The development of attitudes takes affect through the learning environment and students’ personal interactions. Following successful inquiry, it is expected that students will take action.
The curriculum involves learning in languages, sciences, humanities, mathematics, and the arts. The IB requires that learning be engaging, relevant, challenging, and significant and embed a commitment to the transdisciplinary model, a method whereby themes of local and global significance transcend the boundaries of traditional subject areas to structure the learning. The Primary Years Programme acknowledges the importance of subject areas, but also recognizes that educating students in a set of isolated subject areas is not enough. Students also need to acquire skills in context, and explore content that is relevant.

 

 

The National Curriculum of Indonesia is also utilized to ensure our students a geographically and culturally relevant education experience. The curriculum focuses on developing well-rounded students with a firm intellectual foundation, 21st century skills, and international mindedness.

 

 

The school employs a variety of teaching methods to achieve our learning objectives, including the constructivist approach, an educational philosophy based on an understanding that people build their knowledge and understanding through meaningful experiences. The school also implements inquiry-based learning, a method of teaching and learning that increases intellectual engagement by challenging students to not only remember and repeat information, but find and use it appropriately as well.

 

THE IB LEARNER PROFILE :The IB Learner Profile outlines thekey characteristics that IB hopes every PYP student will develop over the course of their time with the programme.

 

Inquirers – They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

 

Knowledgeable – They explore concepts, ideas and issues that have local andglobal significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

 

Thinkers – They exercise initiative in applying thinking skills critically andcreatively to recognize and approach complex problems, and make reasoned, ethical decisions.

 

Communicators – They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

 

Principled – They act with integrity and honesty, with a strong sense offairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

 

Open-Minded – They understand and appreciate their own cultures and person-al histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

 

Courages – They approach unfamiliar situations and uncertainty with courageand forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

 

Balanced – They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

 

Reflective – They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

 

Caring - They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

 

Junior Highschool (GRADE 6-9)

The SMP campus of Mentari Intercultural School Jakarta utilizes the International Baccalaureate Organization’s Middle Years Program (MYP) curriculum framework. The MYP is an educational programme designed for students aged 11-16. It is a framework for teaching that benefits all students. The MYP frame-work addresses a range of learning styles, involves all students in their own unique learning processes, and gives the students a standard, internationally accepted foundation of knowledge. The MYP is a comprehensive program of academic challenge and life skills appropriate to this age group.

 

Students in grades 6-10 (Year 1-5) follow the programme. The students take a broad range of subjects within the eight subject groups of the MYP. Students are required to study Language & Literature (Their first or dominant language), Language Acquisition (a second or third language), Individuals & Societies, Sciences, Mathematics, Arts (Visual and/or Music), Physical & Health Education and Design. These eight subject groups are integrated through the six global contexts (Identities & Relationships, Orientation in Space & Time, Personal & Cultural Expression, Globalization & Sustainability, Fairness & Development, Scientific & Technical Innovation). These areas serve as “lenses” through which students explore ideas, investigate connections across and between subject areas and apply their knowledge to real world problems. It is through the engagement of these contexts that teachers are able to develop holistic learning and international mindedness. In addition to the eight subject groups students undertake action and service through their Community & Service activities, Community Project and their Personal Project. The Personal Project is the culminating point of the MYP and is akin to thesis project.

 

Through the curriculum students will develop the attributes of the IB Learner Profile which is at the heart of all IBO programmes and clearly defines what IB Learners will be upon their completion of the programmes.

 

Assessment in the MYP is internal, continuous, and is carried out by the subject teachers. Both formative and summative assessments are applied in all subjects throughout the years. Formative assessment will take many forms and will at times include the students participation in the form of self-assessment and peer assessment. Summative assessment is criterion related in each subject based on the MYP prescribed learning objectives. In years 1-3 the assessment criteria have been adapted to meet the interim learning objectives, while in years 4 and 5 the prescribed exit criteria are applied. At the end of year 5, students are eligible for the award of the MYP Certificate and or a Record of Achievement. In order to qualify for the award of these documents the school must submit samples of students‟ work from each subject for external moderation by the IB.

 

 

We implement the IB MYP as the basis for our Middle school curriculum. Such curriculum development is implemented in the traditions of a liberal education, using the strengths of the subject-disciplines of learning.

 

The revised National Curriculum of Indonesia is competency based which means that learning is focused on developing and providing skills and knowledge that will enable the individual to survive in a changing, challenging, unpredictable, and complicated world.

 

The National Examination which is acknowledged as the term UjianNasionalBerbasisKomputer (UNBK) will be conducted for grade 9 students, specifically only for Indonesian citizen (WNI). The UNBK consists of English, Indonesian, Math and integrated science.

 

Senior Highschool (GRADE 10-12)

THE IB DIPLOMA PROGRAMME is designed as an academically challenging and balanced programme of education with final examinations that prepares students, normally aged 16 to 19, for success at university and life beyond. The programme is normally taught over two years and has gained recognition and respect from the world’s leading universities.
Since the late 1960s, the programme has:

 

Provided a package of education that balance subject breadth and depth, and conclusion the nature of knowledge across disciplines through the unique theory of knowledge course

 

.Encouraged international-mindedness in IB students, starting with a foundation in their own language and culture

 

.Developed a positive attitude to learning that prepares students for university education

 

.Gained a reputation for its rigorous external assessment with published global standards, making this a qualification welcomed by universities worldwide.

 

.Emphasized the development of the whole student physically, intellectually, emotionally and ethically

 

The curriculum: IB Diploma Programme students study six courses at higher level or standard level. Students must choose one subject from each groups 1 to 5, thus ensuring breadth of experience in languages, social studies, the experimental sciences and mathematics.

 

The sixth subject may be an arts subject chosen from group 6 , or the students may choose another subject from group 1 to 5.

 

At least three and not more than four subjects are taken at higher level (recommended 240 teaching hours), the others at standard level (150 teaching hours). Students can study these subjects, and be examined,

 

Students will develop an understanding of the IB learner profile. The ten aspirational qualities of the learner profile inspire and motivate the work of teachers, students and schools, providing a statement of the aims and values of the IB and a definition of what we mean by “international mindedness”.

 

IB learners strive to be inquirers, thinkers, communicators, risk-takers, knowledgeable, principled, open-minded, caring balanced and reflective.

 

In addition the programme has three core requirements that are included to broaden the educational experience and challenge students to apply their knowledge and understanding.

 

  • The extended essay
  • Theory of knowledge

 

Creativity, action, service

 

Assessment: Students take written examinations at the end of the programme, which are marked by external IB examiners. Students also complete assessment tasks in the school, which are either initially marked by teachers and then moderated by external moderators or sent directly to external examiners.

 

The marks awarded for each course range from 1 (lowest) to 7 (highest). Students can also be awarded up to three additional points for their combined results on theory of knowledge and the extended essay. The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance across the whole programme and to satisfactory participation in the creativity, action, service requirement. The highest total that a Diploma Programme student can be awarded is 45 points.

Assessment is criterion-related, which means student performance is measured against pre-specified assessment criteria based on the aims and objectives of each subject curriculum, rather than the performance of other students taking the same examinations. Statistically the range of scores that students have attained has remained stable and universities value the rigour and consistency of Diploma Programme assessment practice.

 

Students can choose to study for individual subject certificates, rather than the full diploma, if the diploma combination does not best meet their individual needs or circumstances.

 

The Indonesian National Programme (NP) aims to focus on the preparation of students in  entering the Universities in Indonesia, such as Universitas Indonesia, Universitas Gajah Mada, UniversitasAirlangga, Institute Teknologi Bandung, etc. The Curriculum 2013 is the basis for establishing the knowledge and competence with additional two subjects: research and entrepreneurship.

 

The stream of IPA (Science) and IPS (Individual Societies) will be offered   starting in grade 10.

 

All Indonesian students in DP and NP should join the National Examination (UNBK) in grade 12.

 

EXTRA-CURRICULAR ACTIVITIES