Global Jaya

Early Years Parent Reading Workshop

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On Wednesday, February 28th the first Kindergarten and Reception Parent Reading Workshop was held. Parents participated in a discussion about the Kindergarten and Reception reading programmes and how they can become reading partners who help foster reading skills and a love of reading at home.


Learning to read is a skill that must be mastered; to teach and support this skill requires
patience and techniques that must also be learned. As such, this workshop was brought about by parent interest and was designed to help deepen parent understanding of the reading programme for early ages, as well as how to help children of varying abilities with their nightly reading.


The workshop also included a visit to the Library where Pak Ahmad shared information about how to access the Library’s online catalogue, then concluded with Kindergarten parents reading to their children and Reception parents listening to their child read to them. This gave the parents an opportunity to practice some of the techniques they had learned with the comfort of knowing that the teachers were there to answer questions or to give examples of how to help children learn to read.

It was a successful morning for all!


Interesting Interview with Peter Dalglish

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By Neika & Diego 5A

In February, we had the chance to interview Peter Dalglish. Peter Dalglish is someone who works with the United Nations to help save refugees. We are so lucky to talk to Peter Dalglish privately. We felt nervous because we were going to interview someone from the UN, and we didn’t know how to act.

Peter Dalglish was our guest speaker because our unit is about the United Nations and for our summative assessment, we have to do our school’s own Model United Nations, where we debated the question, “Should countries be required to take in refugees?” and Peter Dalglish was the perfect person to interview to help us gather information.

The next day, we still felt nervous because we found out the Global Jaya TV crew was coming to record us, so we thought there was going to be huge cameras in front of us, recording us while we asked Peter some questions. When we did the interview, we found out that it wasn’t that bad, and we just had a conversation with him. He was very kind. During the interview, we asked several questions, and he explained to us what he felt when he went on his first rescue mission, and what he feels when he sees a refugee. He said he felt happy the first time he assisted refugees because he was helping other people, but he also felt the stress and nervousness because he had never done something like that before.

We learned that helping others feels nice because in the same time, we are helping the world’s next generation. We also learned that most refugees are very caring, independent, responsible and talented. As a Global Jaya community,  we need  to take the chances in life to help other people, because when you are helping people, help comes back as it is given.

The Importance of Unpacking the Central Idea for Learner Agency

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“The beginning is the most important part of the work.”- Plato

The Central Idea is a channel through which students embark on an investigation to explore the world around them. It is the springboard which inspires self-directed  inquiry throughout the unit.  Through unpacking the Central Idea, teachers can offer a pathway for students to build upon independent thought and form the basis for autonomous action.

During Week 1 of the unit, ‘Where We are in Place and Time’,  Year 3 teachers created an environment where students were actively involved in the moment by moment intellective breakdown of the Central Idea. Students interdependently demonstrated authentic connections between the Central Idea and the concepts exploration and discovery through the visible thinking process. Once their collaborative thinking engines were firing, it was easy for them to self-direct their personal inquiry and exploration.

by Ibu Anna Cottrell



“Exploration is a cycle. We move through stages of it everyday.”-Eddie 3C



Year 3 A students working on making relevant connections between the Central Idea, Key Concepts and Transdisciplinary Theme. Students later added guiding questions to kick start their personal inquiry in the unit.

Year 3 A demonstrating the Transdisciplinary Theme and authentic connections made to the key words and concepts in the unit. Furthermore, students built personal vocabulary to personally connect to the Central Idea.


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The field trip this time hosted by Godong Ijo presented some of the programs that encouraged students to observe and capture the knowledge shared during the day. At the beginning of the program, Godong Ijo presented a short movie on saving water, throwing thrash into the bin, reducing air pollution, and recycling. Through this short movie, they were brought to an idea on how they can help our planet. Next, the students were taken to a place where they made a few projects. They decorated a pot made of coconut fibers with some coleslaw sees and grinded coconut fibers to plant them in. Another one was a bamboo pencil box decorated with some seeds according to their creativity. Guided by Godong Ijo, the students also had a chance to plant the ashoka plant in a pot which they were able to take home. As part of the interdependence between plants and animals, the students were taken to a turtle and ostrich’s cage where they could get some of the plants (morning glory) and feed them, with assistance from the Godong Ijo staff. Then the tour guide took them to a place a where they could see many kinds of trees planted at Godong Ijo, and the benefits of these plants to other living things. At the end of the tour, the students were introduced to the vertical garden.

After the Field Trip, Year 2 students who engaged in it are more likely take part in similar behaviors outside of school. They are showing enthusiasm in experiencing growing and caring for their own plants in the school yard. Some of the students even came up with their actions on how plants affect the environment by creating dioramas and presenting them to their classmates.

Mandarin Integration

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Reception students have been learning to examine the use of body language and facial expressions to express basic feelings. They also learned the Mandarin phrases for expressing basic feelings.

During one of the learning engagements, students were asked to observe various pictures of facial expressions and hand signals. Each student then chose 5 and matched them with the appropriate Mandarin phrase to describe the feelings being expressed. Students demonstrated that they are thinkers and communicators during this activity.

Year 1

Year 1 students have been exploring how and why pinyin is formed a certain way. They learned Mandarin terms for various animals and discovered how to write it properly in pinyin.

For the summative assessment, each student chose 2 of their favorite animals and wrote the Mandarin terms in pinyin.  Students had a lot of fun finger-painting the terms. Students showed independence and creativity during this activity.

by Ibu Bonita

IB Learner Profile in Literature

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Since the beginning of the school year, year 4 (4A & 4B) has been attempting to find a new way to truly learn all the IB Learner Profile. I wanted the learner profile attributes not to be just words, but to be connected to real thoughts and emotions.  To achieve this goal I chose a book that embodied all these ideas, Wonder by R.J Palacio. I had the opportunity to read this book to a previous class and was blown away by the quality of its storytelling. What makes this book so genuinely remarkable is it’s ability to create empathy for what all the characters are experiencing throughout the story. The main character Auggie Pullman already or grew to be a perfect example of all ten learner profile attributes in action. The book also gave us the chance to know why secondary characters acted the way they did.  All the characters were fully actualized with their strengths and weaknesses. They made good choices and bad, but in the end, they were able to reflect on why they sometimes showed cruelty rather than kindness.


“When given the choice between being right or being kind, choose kind.”

As the year progressed, we were excited to learn that the movie version of Wonder was coming to Indonesia soon. With the kind support of Year 4’s parents, we all went to see the movie together. It was magical seeing the characters we loved to come to life on the big screen. In the end, most Year 4’s thought the book was better, but still truly enjoy the movie adaptation.


We are presently reading the book sequel Auggie & Me. Again we are getting an opportunity to experience Auggie Pullman through the eyes of other, Julian, Christopher and finally Charlotte.  We will continue to read this book through the rest of the school year. Ideally, students will continue to enjoy and learn the valuable lessons that these extraordinary books teach us. The IB Learner Profile have a good friend in Auggie Pullman

by Pak Robert



International Animal Rescue Visit Year 1

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by Ibu Mita

Year 1 is learning about animals under the transdisciplinary theme, Sharing The Planet. We invited International Animal Rescue (IAR) on Friday, January 12th 2018 as a guest speaker. IAR is an institution engaged in animal welfare, protection and conservation through rescue, rehabilitation, release and monitoring. IAR focuses on rescuing primates from captivity, such as orangutans, monkeys and slow loris.

Our students acquired new knowledge about the needs of certain animals and learnt how our (human) actions can have a positive or negative effect on those animals. The Year 1 students demonstrated their inquiring nature by asking lots of questions related to the topic.