MISJ Elementary




Accredited as a national school by BAN-SM (Badan Akreditasi Nasional Sekolah / Madrasah) and licensed 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.





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.