Sekolah Ciputra

An Exhibition of Play-Based Learning

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This year, for the first time at Sekolah Ciputra, the PYP B students and teachers planned and implemented ‘An Exhibition of Play-Based Learning.’ The PYP B students are in their last year of early years education (5-6 years of age) before moving on to Elementary School next year. We felt there was an opportunity, at this momentous time in the students early education, to celebrate their learning and showcase it to both the school, and parent community.

As this was a brand new undertaking, everything had to be planned from the bottom up, and we had to be prepared to make mistakes and learn together as we went. When we first opened the doors to all four classrooms in the PYP B pod and students had freedom to roam and collaborate across classes, there was a fantastic energy to the play, and sometimes a little mayhem as well! However, it took only a few sessions before we could begin to see some patterns in children’s behaviours, and the interests starting to develop and grow. With the assistance of playgroup teachers acting as mentors, copious notes, photos, and videos, were collected and collated, and slowly groups began to form.

The interests were many and varied, and included such things as designing and building of robots, making a castle, making a cityscape with a functioning transportation system, to a variety of art groups with interests ranging from drawing, sketching and experimenting with colour mixing. There was a solar system, a collection of various modes of transport, and many of the students designed original games and puzzles for others to play. All of these interests were supported by the teaching staff, permitting maximum student agency through a process of in-depth small group inquiries.

By the time of the Exhibition itself, which came to stand for our student led conferences this year, there was a lot of good, healthy, nervous energy, and our shared spaces and classrooms had been transformed into one, large, and highly entertaining playground. On the Monday, our students entertained younger students at their various play spaces, sharing their thoughts and ideas, and permitting them to explore the spaces. Then on the Tuesday students entertained their parents, also sharing their thoughts and ideas, and the parent community also had the opportunity to not only spend some time with their child, but also to tour the playground and see the work of all the other student groups.

On the whole, the team feel very positive about the outcome of this Exhibition. We think it went a long way to making visible to parents the strength of play for learning, and inquiry as a teaching and learning process. We think it was a very good process for a student led conference. It was a lot of work and we will be reflecting on things we could do better, and things we might change. But, also, we think we have set a precedent for many more exhibitions in the years to come.

The teaching team pore over documentation early in the process. Student interests meant thinking through opportunities and possibilities for inquiry, and the practicalities of grouping students.

With support and guidance from playgroup teachers as mentors, collaborative efforts began to take shape. Robots went from ideas, drawings and plans, to real constructions.

What if we could make a game big enough to walk on?

And then we teach our Mum’s and Dad’s how to play!

What a fabulous day!

Dylan Braithwaite

PYP B Team Leader


Teaching ATLs Explicitly in Playgroup B

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Approaches to learning (ATL) are grounded in the belief that learning how to learn is fundamental to a student’s education. Five categories of interrelated skills aim to support students of all ages to become self-regulated learners who know how to ask good questions, set effective goals and pursue their aspirations with the determination to achieve them. These skills also help to support students’ sense of agency, encouraging them to see their learning as an active and dynamic process (IBO 2017).

It is particularly important for PYP teachers to interpret these skills in ways that are appropriate for early and primary years learners. Therefore, to foster and support the development of these skills, we had provided opportunities embedded in authentic learning experiences during our current unit, Sharing The Planet. Here are some fun activities that we have done so far in order to teach ATL explicitly.

Mystery bag – Students have to figure out the object inside the bag only by touching it. They have to give a brief explanation about the objects they are touching.

Nature Walk – Students exploring their senses by observing school environments. Skills taught – Understand that information can be received through all the senses – Use observation to identify simple patterns, make predictions and discuss ideas

What Animal am I? – Student comes forward and wears a headband with an animal picture on it. He/she has to guess the animal only by posing questions to the teacher/students

Show and Tell – Students share their experiences and the other students get the opportunities to ask questions.

Skills taught – Ask questions to seek clarification and information.

Observational drawing – Students observe the school pets and record their observation through drawing. Then they have to sort them based on their habitats.

Skills taught

• Drawing pictures from their observation

• Categorize / sort pictures according to specified criteria

Julia Ika, Ayu, Sisca, Swastika, Kenang, Rebekka, Elsi, Ivan

PG B Teachers

The PYP Exhibition of Sekolah Ciputra

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Sekolah Ciputra’s PYP Exhibition this year was under the How We Express Ourselves theme. The students were required to apply important key concepts, ATL skills, and attitudes which are at the heart of the work they had been doing in the PYP.  In addition, through this in-depth inquiry journey, the students were challenged and given the opportunity and power to choose actions, to act in accordance with their choices, and to reflect on these actions in order to make a difference in the world.

The Central Idea:

  • Creative expression provides many ways to communicate ideas and promote action.

The key concepts, the lines of inquiry and questions were chosen and developed by the PYP Exhibition groups based on their selected issues and forms of creative expressions. There were 15 groups which were guided by all PYP 6 teachers who acted as the Teachers in Charge and other year level teachers as the primary resources and mentors. Each group had a different inquiry focus for this exhibition.

The process of the exhibition included:

  • The explanation by the PYP Coordinators about the purpose, the process (planning and reflection), the expectations, the timeline, the people involved, and the success criteria.
  • The provocation activities to get some exposures of various creative expressions and global issues
  • Once they were grouped together based on their interests, they started to brainstorm their understanding of the chosen issue and develop their group’s joint inquiry statement, the key concepts, the lines of inquiry, and the group questions.
  • Throughout the Exhibition process, students collaboratively planned, executed the plan and presented their understandings.
  • At the end of the PYP Exhibition each group had to create 2 projects which were the Arts Installations to present what they understand about their chosen issue and then promote positive action(s) through the use of creative expression(s).

One significant change to our exhibition this year was asking the students to express their learning through art installations. Not only did this allow students to express their creativity and artistic abilities, it also meant that students were less likely to focus on having to memorize texts that they would normally create out of their research and more able to express their ideas fluently by speaking directly to the art installations they had created. The result was that the presentations were more lively and authentic.

Merry Inggarwati

PYP Coordinator of Sekolah Ciputra

The Development of Young Children

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Social-emotional Development

At the ages of 2-3 years old, children are developing their identity and independence they are increasingly determined to challenge rules. They will begin to become more sociable, although contact with other children may begin in fighting over toys, before developing the social skills to learn to take turns and share, help each other to tidy up. At this age, students typically engage in parallel play, start to look for their friends to play with, use their imagination when they play (dress up, pretend play, etc). Students begin to understand emotions; this means they show their feelings when they feel happy, sad, angry, etc.

Language Development

As part of language development, children in this age begin to use two-word sentences at around two years. By age three, they’ll be able to use sentences with three or more words. They will understand one – two steps instructions, begin to answer simple questions from others and understand the routines. Students listen to the story, read together with friends or mommy or care giver or play together will friends will develop students language skills.

Jenny, Nuning, Novi, Desy, Clarrisa

PG A Teachers

PG B Exploration Moments

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This semester, PG B students are exploring two Units of Inquiry which are Sharing The Planet and How We express Ourselves. Through Sharing The Planet children wonder at the world, and they look and touch and listen as they learn more about their surroundings, especially living things. For this reason we have to provide activities that can encourage children to make images, to explore their thoughts and ideas, and to communicate their thinking to themselves and others. This brings the idea to use creative expression for students to show their understanding about the world around them. We built a space that called “Art Space”. We were inspired by how Reggio Emilia designs their atelier where students can explore different media and tools to show their learning. When the arts are integrated into the early childhood curriculum, children are given opportunities to express visually what they may not be able to say verbally. Young children can develop independence, confidence, pride, and self-expression through hands on learning in an environment that stimulates creativity through the arts.

Our first exploration in Art Space was about creating artworks using materials that they found during their nature walk. The goal was for students to create artworks from those nature materials. They painted the walls which had been covered with paper, they cut and paste the leaves, they painted using leaves as a brush, assembled some branches into animal shapes, and even use seeds to produce sounds in bottles, along with a musical performance. They learned about colors, shapes, lines, and textures through various materials and tools. Setting up the space with appropriate materials can provoke students’ creative thinking and drive students into further inquiry. The process itself helped students to develop their fine motor skills, promoted their patience and determination, promoted their confidence and their problem solving skills as well.

“At its best, arts integration makes the arts an interdisciplinary partner with other subjects. Students receive rigorous instruction in the arts and thoughtful integrated curriculum that make deep structural connections between the arts and other subjects. This enables students to learn both deeply. Integrated arts education is not arts education as we generally think of it. It is designed to promote transfer of learning between the arts and other subjects, between the arts and the capacities students need to become successful adults.” -Rabkin(2004)

Julia Ika, Ivan, Ayu, Sisca, Swastika, Kenang, Rebekka, Elsi

PG B Teachers

Action Research Project Empower Teachers Agency

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As part of our professional development program this year, PYP Sekolah Ciputra opened up an opportunity for all teaching staff to participate in a “PYP Action Research” Project.

This project aimed to cater to the varied learning needs of our staff as well as to improve the quality of our teaching and learning practices in PYP. One other major aim is to foster a culture of inquiry at Sekolah Ciputra by  facilitating individual teacher’s inquiries and encourage the spirit of lifelong learning. As an incentive, the school offered to send the teachers with the four best action research projects to attend IB regional workshops or other workshops of their choice.

This project took the whole school year and was managed using this timeline:

  • Teacher submitted an action research plan by the end of August/ early September. The plan consisted of:
    • Background research: prior knowledge, current research, reason for research
    • Research question
    • How to collect and document the data/ findings
    • How will you present the findings
  • The leadership team supervised the progress of the action research through the use of a documentation instrument. This process ran from September until January 2019.
  • The presentation of the findings were submitted/ published by the end of January and were assessed according to specific criteria
  • The “Action Research Projects” that best met/exceeded the criteria were announced early February.

We ended up having 15 teachers who proposed action research projects, each of them investigating a question that is relevant to their teaching learning in the classroom. The projects were assessed using the criteria outlined below.   

PurposePlanning includes clear purposes,
description of the current researchand background knowledge. The research question addresses issues ofconcern and interest at the school
DocumentationLearning and findings are
documented in a clear and
well-structured format
PresentationThe presentation is insightful and
informative. It offers a solution to ateaching learning issue, gives idea and inspires teachers to improve
their teaching learning practices.

After going through the process the PYP leadership team selected the 4 best action research projects. Those projects addressed the following questions:

  1. How do students’ perceptions of their mastery of ATL skills match their actual ability?
  2. Is intrinsic motivation a superior form of classroom management to extrinsic motivation?
  3. How can we raise the voices of “quiet girls” in the classroom?
  4. How can the regular incorporation of “genius hour” in the inquiry classroom foster curiosity and deeper levels of inquiry?  

As a final step, these 4 teachers shared their research findings and insights with the rest of the staff with the hope of informing the classroom practices of their colleagues while inspiring them to model and cultivate this spirit of curiosity and inquiry in the school.

Yan Yulius

PYP Coordinator

PYP Dunia Coordinator Meeting at Sekolah Ciputra in Feb 2019

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Networking is an essential part of building wealth. ~ @Arightside

As one of the IB-PYP schools in Indonesia, we are very lucky to have a wonderful and supportive network, called PYP DUNIA. PYP DUNIA is a support network run by and for schools that are implementing the IB Primary Years Programme within Indonesia. Within and through this network, in particular, the PYP Coordinators Meeting, we share, brainstorm and exchange ideas so that we can offer the best, most current practices at each of our schools.

Sekolah Ciputra recently hosted the PYP DUNIA Coordinators Meeting, on February 28th to March 1st, 2019. Those who attended included PYP Coordinators and Principals from different IB schools across Indonesia, as far as Pontianak, West Kalimantan.

The general theme during those 2 days was the enhanced PYP. On the first day, we explored in depth the 3 aspects of enhancements: the learner, teaching and learning and the learning community. Throughout these 3 sessions, all participants looked closely at all the enhanced PYP documents and then shared and exchanged ideas and strategies about its implementation, based on each school’s context.

The session led by Ms. Vidya Jaisaree gave opportunities for everyone to deepen our understanding of ‘what is learner agency’, which is the main idea in the enhanced PYP. From this session, participants unpacked the concepts of student agency, the importance of student agency in a global educational context, and how it relates to classroom practice.

At the end of the 2nd day, we looked at how play-based learning is implemented in different school contexts. We also reviewed the importance of play in developing students’ agency, especially in the early years. Through experiencing playing in the session and further discussions, one of the highlights that came up is the importance of social and emotional learning that should start very early in the students’ lives.

The meeting ended on Friday, March 1st at about 3 PM. Everyone had taken something of value from the meeting, which could include a better understanding of the programme and new/different approaches in the implementation of the programme.

At the beginning of the PYP DUNIA Coordinators Meeting, some students from the PYP 6 Exhibition groups shared their learning journey to all the participants, through dancing, their own created movie, diorama and presentations.

The session was well attended by PYP Coordinators from across the Dunia Network for two days of camaraderie and professional networking.

Diana Sumadianti

PYP Principal of Sekolah Ciputra