Every year, we collaboratively review our school written curriculum based on the IB requirements. Reviewing the curriculum is related to Standard C2.9, which states that “the written curriculum is informed by current IB publications and is reviewed regularly to incorporate developments in the programme(s)”.
In doing the review this year, we made sure that the 17 United Nations Sustainable Development Goals (SDGs) are taught and addressed in our curriculum in addition to the IB Primary Years Programme and Indonesian national requirements.
The SDGs are “Global Goals” in which world leaders from 193 countries, including Indonesia, are committed to achieving by 2030. The goals are inter-related and include eradicating poverty, hunger and inequality; taking action on climate change and the environment; improving access to health, education and clean water and sanitation; and building strong institutions and partnerships. Adopted in 2015, the SDGs are as follows:
Involved in our curriculum review were all our classroom and single-subject teachers as well as our co-teachers from early years and elementary. The outcome of our review revealed that all the 17 goals were already part of our early years and elementary written curriculum and we need to continue explicitly addressing them in our taught curriculum.
For the review, we identified the specific unit of inquiry linked to each goal. During our review, it was interesting that our physical education and dance teachers developed plans on how to teach the SDGs in their subjects across grade levels.
Teaching the SDGs to our students is connected to the IB mission statement of creating a “better and more peaceful world” and developing “internationally minded people”. It is related to Standard C2.7, which states that “the written curriculum promotes student awareness of individual, local, national and world issues”. Likewise, it is linked to Standard C2.14b, which emphasizes that “teaching and learning empowers students to take self-initiated action as a result of the learning”.
Achieving the SDGs is not only the work of governments and non-governmental organizations. As educators, we need to do our part and also become globally competent.
By: Richel Langit-Dursin
Primary Years Programme coordinator
BINUS SCHOOL Simprug, Jakarta
“The person who knows only one language does not truly know that language”. (Goethe)
The United Nations has declared February 21 as the Mother Language Day. It is the day that we celebrate our first language and culture. First language is considered the language that we are exposed to and speak since we were born.
We need to maintain and preserve our first language and culture as our cultural identity and to keep our emotional stability. Studies show that we will learn another language quickly if we maintain our proficiency in our first language. According to Jim Cummins (2001), children who continue to develop their abilities in two or more languages in their primary school years, will gain a deeper understanding of language and how to use it effectively. They have more practice in processing language and they are able to compare and contrast in the ways how their two languages work.
To celebrate the event, the PYP Indonesian Language Department at BINUS SCHOOL Simprug organized an assembly, titled “International Mother Language Assembly” last February 21. We had performances from a variety of languages and cultures. The performances included student presentations and performances in Bahasa Indonesia, Chinese, English, Hindi, Japanese and Korean. There was also a national costume show representing different cultures. National costumes from Pakistan, Serbia, Kenya, Australia, India, Korean, China, Japan, Indonesia, France, and Singapore were shown during the assembly.
All PYP students were encouraged to speak in their mother tongue not only on that day but anytime they wish to.
By: Ratuu Harida
PYP Indonesian Department Head
BINUS SCHOOL Simprug
Enlargement drawing is to change the size of a drawing or a picture. I like to give this activity to my grade 5 students. This activity was very challenging. You can see how serious the children were in doing this activity. Why? It is because the children needed to make sure that the details were in the correct position. We used scale to help enlarge the drawing.
I usually do the individual project as a formative task and group project as summative assessment. I made this activity for the third time but with a different theme.
First, I gave this activity to make an enlargement drawing of a famous painting. Second, the students made an enlargement drawing of famous political activists. Third, the students made Punakawan.
Before starting the lesson, I explained the function of scale in drawings. Students were given a drawing worksheet with grids. In the worksheet, there was a small picture with grids and bigger blank grids for students to re-draw the picture. This activity made sure that students knew when they had to follow the details or lines in the picture. After the students completed the worksheet, they had to do a challenging activity wherein they had to create their own grids using a ruler.
The first challenge was that students had to make sure that the grids were straight and bigger than the worksheet given. Many of the students needed to re-do their measurement since they were not able to make their grids straight. After the students made straight grids, they re-drew the same picture on the bigger grids. The most important is that the ratio must be 1:1. otherwise the drawing will not be the same as the picture. Why must it be 1:1? It has to be the same number of lines on the paper and reference picture.
The reason students had to do it as an individual art project was that they needed to know and understand the basic knowledge of the function of grids. This understanding and knowledge will help them when they do the summative task.
The other challenge was that students needed to put together several pieces of pictures. After putting all the pictures together, students created grids to enlarge the picture on the paper size given. They chose the cut pieces and started creating the enlargement drawing individually. As soon as they were done with individual drawings, they had to connect each piece with another to make sure that the enlargement drawing is the same as the combined pieces. When they found any mistake, they fixed it and matched it again. This action continued until the picture was the same as the whole picture. In doing this learning engagement, the students became more open-minded, developed further their thinking skills, gained respect, showed tolerance to their group members, and demonstrated problem-solving skills.
The last challenge was that students had to make sure that they colored each part of the picture with the same color. Since students used different brands for their crayon, they need to decide which brand that they had to use for each part because if they used different brands of crayon, it will produce different colors even though the color has same name.
By: Irma Dwi Savitri
Visual Art teacher
BINUS SCHOOL Simprug
One of the famous fishes from Japan is koi. The koi has unique colours. It may have a single colour or two to three colours. The pattern on the koi fish itself makes it more beautiful. The beauty of koi fish provided me an idea to create a class project. I decided to make this project for grade 5 and it was a stand-alone unit of inquiry.
Since this is a class project, the pond had to be big enough to accommodate all the koi fishes. I used three pieces of white Manila paper. I divided the students into three groups. Each group needed to paint one Manila paper using water colour with blue colour. Students enjoyed this activity when they painted the Manila paper. When the paint already dried, we connected the three pieces of Manila paper together.
The next activity that the students had to do was to trace the koi templates which teacher already provided for them. Students need to trace two small and 1 big koi fish template. Students also had to create a lily pond and water lily. They colored and cut all of them. Students had to color back to back the koi tails and water lily.
Students felt excited when they saw the result of their fishes. They showed each other their koi final product to their friends. The most enjoyable part was when the students started to put their koi fishes on the Manila paper that they had painted. I saw how proud they were with their project.
From this learning engagement, the students learnt the following:
• The element of art: form
• The principle of art: pattern
• Problem-solving skills
• Being a thinker
• Collaboration skills
By: Irma Dwi Savitri
Visual Art teacher
BINUS SCHOOL Simprug
Art is becoming an attractive activity for children. It is an engaging and fun activity that develops children’s creativity and imagination. Art makes children freely produce their creation using their own ways and styles. Through art, children are able to express their ideas and explore their talents and skills more not only in drawing but also in making arts and craft stuff.
Every week, our students eagerly await their art elective class. They can’t wait to know what lesson or what activity that they are going to learn. They keep on asking the activities that will be done in upcoming weeks. Every session gives a different experience of learning not only to our students but also to us as their teachers.
In the beginning of our art class, we introduced ourselves to each other as part of building relationships. In introducing ourselves to each other, we used the “throwing ball” activity. During this activity, a student who has the ball will introduce himself or herself. Students tell their friends about their name, hobbies, what they like most about learning art and their reasons for joining the class.
We have essential agreements in our art class. The students agreed to follow them every time we have our art lesson. We called these agreements, 3Bs. 3Bs means Be focused, Be independent and Be creative.
Staying focused is one of the most important skills that the students have to develop in our class. Students are encouraged not to get distracted easily while they are finishing their artwork. Being independent in working means that the students should be able to create their artwork by themselves. Their work result must be authentically made by their own hands and from their own ideas. Being creative is not only our agreement but also one of the goals that students should achieve. Through our art class, we are hoping that students will be able to produce original, unique, imaginative and innovative ideas.
Art lessons can be either fun or uninteresting. It all depends on how teachers create and deliver their lessons for the students. If we have engaging activities, our students will be more enthusiastic and motivated in expressing their creativity and producing best artwork
Basically, we can choose and make art activities based on students’ interests and age level. Some of the activities that we prepare for our students, aged 6 to 8, are paper folding and painting.
Materials can be taken from any resources, including recycled items. In our art class, we prefer to use recycled stuff such as old t-shirts, socks and CDs. Using recycled materials for our lesson will help the students learn how to appreciate more their belongings. This will let students to discover that art creation can be produced and reproduced from other materials, even from unused or old stuff.
Creating Art using recycled materials
Recycled materials are easy to get and students also don’t need to spend much money to buy them. They just utilize any items at home that they don’t use any more.
By using recycled materials as our art resources, we are hoping that our students will learn not to waste any items. Here are some activities that we did using recycled materials.
Some of our unforgettable activities
Students watched a video about the story, “Matthew’s Dream” by Leo Lionni. After watching the story, they created abstract designs. This was a great start for our art elective class as our students were just beginning to learn new skills and friends.
Most of our students were able to complete this project easily since they only needed to compose an abstract object using simple shapes and lines based on their own imagination.
There was no limitation on how many shapes or objects that they had to draw and color. In this activity, students only used colorful markers and pencils for sketching.
The most interesting one
Night Sky Crayon
“Night Sky” crayon activity was inspired by Carla Sonheim online art classes. In this activity, students learnt about mixing media. They liked it so much and found this activity interesting. The process of mixing different media such as crayon, salt and water color resulted in colorful artwork.
- A4 drawing paper
- Water colors (dark blue, red purple)
- Crayons(yellow, red, pink, light green)
- Sea salt
- Black paper
- Glue stick
How to make it:
1. Draw a sky on A4 paper with red, pink and yellow crayons. Draw also the ground with light green crayons to form the land and grass.
2. Paint the sky with dark blue and red purple water color paint. You may mix and form different patterns of color from dark blue to light blue or the opposite.
3. Once you finished painting, put some sea salt on the surface of the painting.
4. Make and draw patterns of city view or any landscape view on black paper. Cut the patterns.
5. Stick the patterns of city view or any landscape view on the painting using glue.
Students found this activity interesting and others considered it a little bit challenging. No matter what, the students were able to produce their own colorful paintings and express their creativity.
By: Meylia Rianawati & Sylvia Rakhmi Dwi Iswari
Grade 3 Co-Teachers
BINUS SCHOOL Simprug
Celebrating Indonesia’s Independence Day
August 17 is a special day for Indonesia. Every year, we celebrate Indonesia’s Independence Day. The world’s most populous nation, Indonesia gained its independence from Dutch colonial rule on August 17, 1945.
This year, our students were very excited in participating in the country’s Independence Day celebration. They asked what games they were going to play. Yes! Apart from flag raising, we usually commemorate our national day by playing traditional games such as tug of war, sack race, and cracker-eating contest.
The commemoration of Indonesia’s Independence Day at our school was very memorable this year as our students sang national songs and did a traditional costume parade showcasing the culture of various provinces such as Maluku, Papua, Sumatra and Sulawesi.
In celebrating Indonesia’s Independence Day, our students are reminded of the history of our country, including our national heroes who fought for freedom. Here are some pictures of Indonesia’s Independence Day celebration in our school.
Flag raising led by our school principal
Traditional costume parade by our students
Cracker-eating contest, one of the traditional games, played by our students
By: Nancy Benedicta, Grade 3 Team Teacher and Eka Fridayanti, Grade 3 Co-Teacher
BINUS SCHOOL Simprug
At BINUS SCHOOL Simprug, we have set our goal to develop a culture of thinking. We decided to create a learning environment where thinking is valued, is visible and is actively promoted. At the beginning of this academic year, a workshop was conducted for the teachers to learn more about Visible Thinking Routines. Through this workshop, we shared the core thinking routines, different ways of using them and the benefits of making thinking visible in the classroom.
Visible Thinking Routines (VTRs) have been embedded into the planning of integrated units of inquiry within the Primary Years Programme as every teacher decided to use at least two routines per unit. A conscious effort is being made by us to demonstrate the use of routines in all areas of the curriculum.
We are delighted to share the use of thinking routines in early years and elementary as tools that lead to deeper understanding.
Early Years utilized the “I See” part of I See, I Think, I Wonder and Chalk Talk to tune into the unit of inquiry, Who we are. The students used the routines to explore the concepts of awareness of oneself, families and friendships.
Grade 1 made use of the See, Think, Wonder thinking routine to begin to inquire into the unit on Where we are in place and time, which focuses on public areas.
In Grade 2, Think-Puzzle-Explore was used to tune into the Who we are unit of inquiry on body systems.
Grade 3 started their Sharing the Planet unit of inquiry with “I See, Think, and Wonder”. This unit is related to living things and adaptation.
Grade 3 students also did Think-Puzzle Explore.
In Grade 4, the class novel cover was shown to make predictions using the See, Think, Wonder routine.
The KWL chart was replaced by Think, Puzzle, Explore to begin the inquiry. During the unit of inquiry, How we express ourselves, the thinking routines, “Connect, Extend, Challenge”; “Colour, Symbol, Image” and “I used to think and Now I know”, were used to enhance the students’ understanding about different genres of drama.
Grade 5 also replaced KWL with Think, Puzzle, Explore. See, Think, Wonder was used as a springboard for their inquiry into different types of forces. The scientific nethod for experiments was done using the 3-2-1 routine.
Our Bahasa Indonesia teachers used See, Think, Wonder and Chalk Talk to make their students’ thinking visible and more meaningful.
Through the use of these simple visible thinking routines, we are trying to make our students more aware of their thinking and to think about their thinking.
By: Kavita Mehra, Grade 4 Class Teacher, firstname.lastname@example.org
Jenina Refuerzo Enriquez, Grade 3 Class Teacher, email@example.com
Priyanka Patni, Grade 3 Level Head, firstname.lastname@example.org
BINUS SCHOOL Simprug