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
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
“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
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.
Light, for most children, this word means sun and lamp. In my Kindergarten 2 class, children have also presented the same meaning about light, which is under the transdisciplinary theme ‘How the World Works’. In the beginning, when we set the classroom as dark as possible, students entered the room scared but excited. Then, we asked them to put on their shoes and tidy up the toys, etc. As a result, they found it difficult to execute those jobs because they could not see. After a while, we turned on the lights and started the discussion about the situation that they have just experienced.
The discussion has shown their prior knowledge that lights come from sun and lamps. Next, we explored the sources of light and they realized that it is not only the sun and lamps that could give lights. We also extended the discussion about natural and man-made sources of lights. Finally, students came up with their own words that from man-made sources of lights, we could turn on and turn off the light.
We also integrated this understanding with Math, under the Measurement strand, where students have measured the size of their own shadow. In pairs, they worked together for this task. After a few hours, students did their shadow size measurement again to compare their findings. They used the term shorter and longer to explain the results. The students also created their abstract shadow drawings using plants and leaves, as part of their Art learning experiences.
The children had fun in this Unit of Inquiry. They even read the book “The Black Rabbit,” which is a story about shadows. The students made the cover for this story. They applied their artistic sense and skills in making the cover using playdough, coloured paints and other materials that come from their ideas such as straws, colourful rice, stones, etc. In the end, students have learnt the use of lights that aside from seeing, it can also be for entertaining – like for shadow puppet and light dancing.
By Dian Anggraini
K2 Homeroom Teacher
Sekolah Global Indo-Asia
by Ibu Anna C.
Warriors are found in the most unlikely of places, including right here at Global Jaya School. In Semester One, daring Primary students gathered together to test their strength, determination, and courage to become infamously known as ‘GJS MINI WARRIORS’.
Mini Warriors Bootcamp is an after-school program designed to help students develop a lifelong love of fitness. In a group setting, Warriors engage in fun and challenging workouts that deliver measurable results and prepare them to be well-rounded athletes. It is designed to teach functional movements such as play-pull, run, throw, climb, lift and jump.
Throughout the 12-week ASA (After School Activity), Warriors increased endurance, stamina, strength, flexibility, power, speed and coordination. Mini Warriors Bootcamp can equally benefit a student who is less active or an accomplished athlete by tailoring workouts so that one is challenged to deliver measurable results.
During the program, GJS Warriors trained towards the goal of running the ‘Run for Love’ 5 k race and led the warm-up before the start. Each member of the Mini Warriors group completed the race and earned points for their House.
“I’ve enjoyed Mini Warriors. Even though it was sorta tiring, it’s fun and exciting. I was able to conquer my fear of heights and jump onto boxes during the workouts. I learned how to control my breathing and run the race. It was fun! ” – Aurelio, Year 4 A
Special thanks to Pak Ade (Father to Attala, Yr. 4) for his time and commitment to each workout during the ASA program.
To let the child do as he likes when he has not yet developed any powers of control is to betray the idea of freedom. –Maria Montessori-
Appreciation, confidence, cooperation, empathy, enthusiasm, respect, and curiosity . . . What do these traits have in common? They are all attitudes that demonstrate “character strength,” which is a predictor of success in school—and in life. As early as can be, I believe as teachers we have to pay special attention to character development for it is the basis for personal growth.
Character is a collection of all our traits including all of our thoughts, feelings, words, and actions. Our students’ character is build through their choice of action and this will then affect every aspect of their current and future life. Being their substitute parents at school, we contribute to their upbringing, and we play a vital role in helping our students to develop their full potential.
In our class, children practice skills that promote character development every single day. From the very beginning of the school year, we repeatedly explain our class rules in any given chances. These rules are the very basic rules to do our daily class activities. Among those are some important rules such as sharing, helping hands, asking for help and saying thank you, and keeping the communal hygiene. Here are two activities as an example of what we do in our class to promote the character development.
All children in my class know the help me mantra. We tell them every time they need our help or others’ help. They have to say the ‘Help me please’ mantra in order to get help, and closing it with the ‘thank you’ mantra after they get the help done. They also know that they have to say the ‘thank you’ mantra whenever they get things from others.
In our class, we prepared a bed and we use some carpets for communal use by the students. Therefore, they have to learn how to keep the communal hygiene. We kept on reminding them to take off their shoes when they go to the bed or the carpets. Few weeks later, they remind each other to take off their shoes.
Playing is an integral part of learning for this age group. Toys then become the media of teaching about sharing and taking turns. In our class, our students learn how to play together with the same toys. We also teach them how to make a queue. We make them understand that everybody will get the chance to play. Hence, they have to take turns.
I believe that character development is the foundation for lifelong learning. I found that my students enjoy the comfortable learning environment when their peers are also learning about respect, cooperation, and compassion. I also find it easier to teach when my students are exhibiting habits of patience, diligence, and self-control in the classroom. Nobody says it will be easy. These things took time! However, it will be worth every energy and good intention you’re putting in it. Our students are now happier, more caring, more forgiving, and more responsible as they are taught to think about the needs of others.
By: Ms. Melisa Setyawan
Homeroom Teacher Grade Nursery
GMIS – Bali
Our Amazing Start in Year 5
By Olga & Raihan / 5A
We all love the new school year! All the Year 5 students had fun in the first day of school, even the 2nd, 3rd and so on. We all love the new school year because we get to learn more about what we never learned about before. We also get to have new friends. Other than that, we also have new teachers that some of us never even knew. Year 5 is very different than year 4, so all of us had to change our behaviour to become better.
In the first week, we were introduced to the first unit under the theme ‘How We Express Ourselves’. We learned mostly about the understanding of our central idea. Our Central Idea is ‘Traditional Stories Teach Generations About Shared Values, Cultural Expectations and Beliefs’. In the process of understanding the Central Idea, first we wrote our ideas of what it means on a Post-It Note, after we wrote on the Post-it-Note and discussed its meaning, we drew those ideas on a small paper. Then, in a group, we shared our understanding, drew it on an A4 paper in a group, and after that, one person from each group helped to make an even bigger picture with the Central Idea on it.
After we made the poster we made a list of traditional stories from around the world. The next day each of us chose one traditional story and rewrote it in the language book. After we were sure we understood our story, we then retold our story in Bahasa Indonesia, and some of us even added movements to it. We also watched a video about traditional stories and then we studied elements about the story.
After we learned about the Central Idea, we learned about the Key Concepts. We first found out what Key Concept is connected to each Line of inquiry. Then each group got a concept, it’s either form, perspective and reflective. Then we shared ideas with our group about why those Key Concepts are connected to the Central Idea, then we wrote it down on A4 paper. When we finished doing that, we wrote our own questions. Then each group presents their opinions on the Key Concepts.
We mostly enjoyed all the activities and because of that we become curious and knowledgeable students.
All of that is what we did for the couple first days of school. And we all are very excited for the rest of year 5!