A community of entrepreneurial and compassionate learners

As we continue with our preparations for the upcoming IB Evaluation, we reflect on the successes and the challenges we face as a school community, and continually seek better ways of identifying and working towards our goals.

In February, we continued with our group meetings. Every Wednesday, our SelfStudy groups met to discuss their findings from IB and other documents, reflected on the answers in those documents to their group questions, and started creating surveys to reach out to other members of the school community to involve them, so that we can identify the challenges we face as well as the resources and opportunities we have. We will then be able to clarify our collective goals and draw up programme development plans to achieve those goals, to become a reflective, collaborative community of entrepreneurial and compassionate learners.

IB Perspective on Self-Assessment

“Programme standards and practices are the foundational set of principles for schools and the IB to ensure quality and fidelity in the implementation of the programmes.

The programme standards and practices identify elements that are aspirational and developmental and those that are required for schools to become and remain authorized to offer IB programmes. IB World Schools must have all required elements in place to retain their authorization to offer the IB programme(s). These elements are essential to the integrity of the IB programmes.

In the self-assessment, schools identify any requirements that are not in place. Every effort should be made during the self-study year to ensure that by the time of the evaluation visit or DP evaluation reading the school meets all requirements.

The programme standards and practices are organized into four overarching categories: purpose, environment, culture and learning. The four categories fit into a framework, which places “learning” at the centre and is encircled by IB philosophy and the school’s unique context.”

From IB Guide to Evaluation

Year 2 coordinated a joint excursion with Year 6 to the Jakarta Aquarium this term. Both year levels were studying the Unit – Sharing The Planet. This was the second excursion for the year for Year 2 and the first for Year 6 and all the students were excited about the trip and enjoyed the whole day. Year 2 had been learning about how the choices humans make have an impact on the planet, and on this trip they were able to see, touch, listen to the animals that are impacted by human choices that affect the environment.

See more photograph of the activity here

On Wednesday, 15 February, Year 1 and Year 4 students visited Taman Mini. This park was designed as a summary of the culture of the Indonesian nation, showcasing various aspects of the people’s daily life in regional pavilions with traditional architecture, as well as displaying multiple clothing, dances and regional traditions.

Year 4 students were in the tuning-in phase of their How the World Works Unit of Inquiry and learning about how architecture has changed. Students enjoyed the skylift ride, which gave them an overview of the buildings and park design.

See more photograph of the activity here

For Year 7’s An Introduction to Journalistic Writing unit, the class explored online news sources from a range of different countries. We looked at different news sections, features of articles, with a focus on Genre, Audience, Purpose (GAPS). We decided on a target audience, of the Year 4-6 students, and each of us chose a topic which we found interesting, and hoped our target audience would too. The class then went through the process of planning, drafting and finalising our articles, which also included photos, photo captions and photo credits. After careful editing we created a magazine, which we plan to share with the upper primary students. If you’d like to read our magazine, please click the image above.

It was an exciting day for the Y9 math students; they were about to buy their first car! The car dealership had six vehicles for sale. First, the students had to choose three cars they were interested in purchasing and calculate the interest and balance from two different bank offers for each car. After deciding which bank would give them a better deal, the students had to fill out a car loan application form and submit it to the bank manager. After the loan was approved, the students had to write a cheque for the car dealership and sign a contract with the car dealership manager. Drive safely, Year 9!

Mathematics: Year 10

Help, the math classroom is locked! The Year 10 students had 70 minutes to escape the room by solving math puzzles and cracking the codes. It was challenging, adventurous and a lot of fun. The students cooperated very well and exited the room just in time for their next class.

Our principal, Mr Myles, entered the Year 11 math class as Mr J. Ball, owner of the High Step Sport Shoe Corporation. He hired the Y11 students as consultants. Their job was to calculate how many pairs of Airheads shoes and Grounded shoes Mr Ball should produce in his factory to maximize his profit. The students had to consider several constraints, e.g. there are only a limited number of machines in the factory, and the workers cannot work overtime. The students did a great job, and Mr Ball was pleased with the results

At the beginning of February 2023, the Year 11 IGCSE Music class did a micro recital in the music room. The purpose of this activity is to gain their confidence. They performed classical pieces using instruments such as the violin, flute, piano, and keyboard and performing matters because it provides a goal. When a student completes a piece of music, even a simple one, we hope they gain self-confidence, pride, ownership of their instrument and a valuable experience that will help them develop essential life skills.