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 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!
A Small Act Can Make A Big Impact
Action plays an important role as part of the 5 Essential Elements of the PYP learning process. As a result, Year 6 at Global Jaya School also incorporates action as an important part of its Exhibition. Here is the learning journey taken by the students that enables them to donate to certain charities. Students’ active participation can be clearly seen throughout the process.
- Our Invention & innovation unit, under the transdisciplinary theme “Where We are in Place and Time”, was the focus of our Exhibition. Students explored various means to create a solution to particular issues they identified that were occuring in people’s daily lives.
- The solution, which took the form of products and/or services, were presented in front of a panel to ensure the feasibility and appropriateness of the solution.
- During our entrepreneurship unit, under the transdiciplinary theme of How We Organize Ourselves, students’ products / services underwent a process where students made adjustments to their solution based on the feedback that they got from fellow students and members of the school community during a ‘Test The Plan’ activity. After that, the products were produced and then sold along with the services at our Entrepreneurship Fair.
- Based on discussion among students, it was agreed that the money collected from the Entrepreneurship Fair, (after deducting the total costs of production and marketing) would be donated to charities located around the neighborhood of the school.
- After the Entrepreneurship Fair, students decided which specific charity they would like to donate to. In their various classes, each exhibition group suggested a possible charity, which varied from Non-Government Organizations, orphanages, schools for the needy, etc. Then each class chose one charity that they wanted to bring to the meeting of the three classes. In the meeting, Year 6 students chose two places as the place they would like to donate the money to. They were Yayasan Sayap Ibu, located in Graha Raya Bintaro, and Griya Yatim Dhuafa, located in Bintaro sector IX.
- The money gathered from the Entrepreneurship Fair totaled an amazing Rp. 21.115.800
Students’ comments on the process:
- Rafa: I’m amazed at the benefits that we got from the process. Not only in terms of academics, but we also got the opportunity to actually help other people who really need help.
- Vely: I really wish that our donation eased some of their problems. I also wish to have the same chance again in the future.
- David: I’m glad that we got the chance to help people. This process really made me learn a lot.