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Junior High School





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 School (Years 6 to 10) and High School School (Years 11 and 12) are authorized to follow the International Baccalaureate Curriculum categorized in as Primary Years Programme (IB PYP), Middle Years Programme (IBMYP) and the Diploma Programme (IBDP). At MIS we implement the National Indonesian Curriculum, Kurikulum 2013.





MISJ Junior High uses the IB Middle Years Programme enriched with the revised National Curriculum of Indonesia. It is a competency-based program where 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.

In Junior High School, English is the main language of instruction and is used for the following subjects: Mathematics, Individuals and Societies (Social Studies), Combined Sciences, Music and Arts, and Design. The subjects Civics (PPKN), Indonesian language, Physical Education and Religion are taught in Indonesian. IPA and Matematika courses are added to start preparing the students for the National Examinations at the end of Grade 9 and grade 12.

 The International Baccalaureate Middle Years Programme (IB MYP) (Grades 6 to 10) 
The International Baccalaureate® (IB) Middle Years Programme (MYP) comprises eight subject groups:



The MYP requires at least 50 hours of teaching time for each subject group in each year of the programme. In MISJ students take all 8 subject groups in each year of the programme.

Each year, students in the MYP also engage in at least one collaboratively planned interdisciplinary unit that involves at least two subject groups.

MYP students also complete a long-term project, where they decide what they want to learn about, identify what they already know, discovering what they will need to know to complete the project, and create a proposal or criteria for completing it.

 Our approach to teaching and learning 
The MYP aims to help students develop their personal understanding, their emerging sense of self and responsibility in their community.

Teaching and learning in the MYP is underpinned by the following concepts:

 Teaching and learning in context 
Students learn best when their learning experiences have context and are connected to their lives and their experience of the world that they have experienced.

Using global contexts, MYP students develop an understanding of their common humanity and shared guardianship of the planet through developmentally appropriate explorations of:

• identities and relationships

• personal and cultural expression

• orientations in space and time

• scientific and technical innovation

• fairness and development

• globalization and sustainability.

 Conceptual understanding 
Concepts are big ideas that have relevance within specific disciplines and across subject areas. MYP students use concepts as a vehicle to inquire into issues and ideas of personal, local and global significance and examine knowledge holistically. The MYP prescribes sixteen key interdisciplinary concepts along with related concepts for each discipline.

 Approaches to learning 
A unifying thread throughout all MYP subject groups, approaches to learning (ATL) provide the foundation for independent learning and encourage the application of their knowledge and skills in unfamiliar contexts. Developing and applying these social, thinking, research, communication and self-management skills helps students learn how to learn.

 Service as action, through community service 
Action and service have always been shared values of the IB community.
Students take action when they apply what they are learning in the classroom and beyond. IB learners strive to be caring members of the community who demonstrate a commitment to service-making a positive difference to the lives of others and to the environment.
Service as action is an integral part of the programme, especially in the MYP community project.

 Inclusion and learning diversity in MYP 
As part of the MYP curriculum, schools address differentiation within the written, taught and assessed curriculum. This is demonstrated in the unit planner and in the teaching environment, both of which are reviewed during programme authorization and evaluation.

The MYP allows schools to continue to meet state, provincial or national legal requirements for students with access needs. Schools must develop an inclusion/special educational needs (SEN) policy that explains assessment access arrangements, classroom accommodations and curriculum modification that meet individual student learning needs.

 Assessment in the MYP 
Assessment is integral to all teaching and learning. MYP assessment requires teachers to assess the prescribed subject-group objectives using the assessment criteria for each subject group in each year of the programme. In order to provide students with opportunities to achieve at the highest level, MYP teachers develop rigorous tasks that embrace a variety of assessment strategies.

In the MYP, teachers make decisions about student achievement using their professional judgment, guided by mandated criteria that are public, known in advance and precise, ensuring that assessment is transparent. Across a variety of assessment tasks (authentic performances of understanding), teachers use descriptors to identify students' achievement levels against established assessment criteria. MYP internal (school-based) assessment uses a "best-fit" approach in which teachers work together to establish common standards against which they evaluate each student's achievement holistically.

This "criterion-related" approach represents a philosophy of assessment that is neither "normreferenced" (where students must be compared to each other and to an expected distribution of achievement) nor "criterion-referenced" (where students must master all strands of specific criteria at lower achievement levels before they can be considered to have achieved the next level).