IB Primary Years Programme

Language

The language of instruction at SWA is English. Indonesian is studied as the National Language and Chinese Mandarin as an important world language. Language is fundamental to learning and permeates the entire PYP. By learning language as well as learning about and through language, we nurture an appreciation of the richness of language and a love of literature.

There are three main Strands in language learning:

• Oral communication

• Written communication

• Visual communication

These communication strands are organized into Sub-Strands:

• Listening

• Speaking

• Reading

• Writing

• Viewing

Mathematics

Mathematics is viewed as a way of thinking and a language for understanding and constructing meaning. To study Mathematics is to inquire into this language and to learn to think in this way.

There are four interwoven strands in the SWA Mathematics Curriculum:

• Number, Pattern and Function

• Data Handling

• Measurement

• Shape and Space

Science and Technology

Science and Technology provide opportunities for students to engage in scientific investigations by making accurate observations, handling tools, recording and comparing data, and formulating explanations using their own scientific experiences and those of others. Students will gain experience in testing their own assumptions and thinking critically about the perspectives of others in order to further develop their own ideas.

There are four main strands in the Science curriculum that are explored through the units of inquiry:

• Living Things

• Earth and Space

• Materials and Matter

• Forces and Energy

Social Studies

Social Studies provides the opportunity for students to look at and think about human behavior realistically, objectively and with sensitivity. It aims to guide students towards a deeper understanding of themselves and others, and of their place in an increasingly global society.

There are three main strands in the Social Studies curriculum that are explored through the units of inquiry:

• History

• Geography

• Society

Personal, Social & Physical Education

• Physical Education

Through Physical Education, students are learning the ‘language’ of physical movement and exploring the skills associated with different strands of PE. They learn to understand what they can and cannot do physically and become aware of their own strengths and weaknesses in this discipline. Physical activity is an essential aspect of a well-balanced, healthy lifestyle and learning through PE helps to build self-esteem, confidence, cooperation and fitness.

The are seven strands in the Physical Education curriculum:

• Body control and spatial awareness

• Adventure challenge

• Athletics

• Movement to music

• Games

• Swimming

• Gymnastics and health-related activities

• Personal and Social Education

Personal and Social Education provides the models, processes and values for handling social and personal issues and ensuring health and well-being.

Through Personal and Social Education, students will develop their
self-identity, use appropriate social skills when interacting with others in
a range of situations, and learn to communicate and manage their feelings, emotions and opinions.

There are four strands in the Personal & Social Education curriculum:

• Self-concept

• Health and safety

• Interaction with others

• Organization for learning
Students develop aspects of Personal and Social Education continually through all subjects and at their own pace.

The Arts: Visual & Performing

The Arts include the development of creative skills, verbal and non-verbal expression, an awareness of the perspectives of others and aesthetic appreciation.

The Arts enable students to communicate in powerful ways that go beyond their spoken language ability. Through The Arts, students can begin to construct an understanding of their community, their environment, their own feelings and emotions and to develop their cultural awareness.

The strands in the Visual Arts Curriculum are:

• Creative Processes

• Elements of Art and Design

• Visual Arts in Society

• Reflection and Appreciation

The strands in the Performing Arts Curriculum are:

• Performance in Music (Singing, Instrumental, Listening and Appreciating)

• Creating and Composing

• Notation

• Performance in Drama (Mime, Role Play, Improvisation)

• Drama and Society

• Creative Exploration and Expression

• Movement and Dance

In addition, Religious Education classes are provided in Islam, Christianity, Catholicism, Buddhism and Hinduism.

Transition

Middle School is a time of transition at many levels: transition from Elementary School to High School, from childhood to the teenage years with a variety of physical, emotional, psychological, social, moral and intellectual developments taking place during this time.

SWA recognizes the fundamental importance of carefully supporting our students through this time of transition.

IB Middle Years Programme

• Develop the skills to cope with the uncertainty that characterizes adolescence

• Think critically and independently

• Work collaboratively

• Take a disciplined approach to study

• Become informed about the experiences of people and cultures throughout the world

• Develop a commitment to help others and to act as a responsible member of their communities

The IBMYP emphasizes the process of learning – helping students learn how to learn – while maintaining the integrity of the discrete subjects. It is a learner-centered program based on the strong belief, that to be effective global citizens, students need to:

• Experience a curriculum that is both broad and allows concepts to be explored in depth

• Have opportunities to reflect on their learning and behavior in order to engender positive change in themselves

• Communicate effectively in their mother-tongue language and the language of instruction (at SWA this is English) as well as having access to other languages

• Have opportunities to take part in meaningful community and service activities

• Reflect on the world around them and their place within it

The IBMYP is a holistic program that recognizes the need to balance the academic, emotional and physical life of students in order to help them make informed choices and see the value of a well-balanced lifestyle.

Importantly, it is a program that supports schools in developing curriculum that is responsive to both an ever-changing world and the challenges and opportunities of the local context.

IBMYP Appropriateness to Young Adolescents

The IBMYP recognizes that students of this age group are in a particularly critical phase of personal and intellectual development. It recognizes that young adolescence is a time of uncertainty, sensitivity, resistance and questioning.

The IBMYP seeks to provide young adolescents with an educational program that offers structure, skills and challenging standards, but also creativity and flexibility. The IBMYP also strives to help students develop their own personal value system that will guide their own lives as thoughtful members of local and global communities.

The IBMYP Curriculum Model

The IBMYP Curriculum Model (figure 2) has eight subject groups around the outside of the octagon . Students in Grade 6–10 are required to study one subject from all eight subject groups. This helps ensure that they have a broad educational base to draw from before making decisions about subject specialization in Grade 11 and 12.

The IBMYP Curriculum Model is guided by three fundamental concepts- Intercultural Awareness, Communication and Holistic Learning:

• Intercultural Awareness

This involves developing students’ attitudes, knowledge and skills as they learn about their own and others’ social and national cultures. The aim of IBMYP schools is to help foster awareness and acceptance of different cultures, which can ultimately lead to empathy and understanding.

• Communication

The IBMYP stresses the central importance of communication, verbal and non-verbal to learning and the ability to effect positive change in the world. The IBO recognizes that language acquisition, which does more than promote cognitive growth, is crucial for maintaining cultural identity, personal development and intercultural understanding.

• Holistic Learning

The IBMYP supports schools in developing learning programs that include but also go beyond the traditional subjects to see how they are interrelated and connected to the world outside the classroom.

Areas of Interaction

• Approaches to Learning

• Environment

Aims to develop students’ awareness of their interdependence with the environment so that they accept responsibility for maintaining an environment for the future; each day students are confronted with global environmental issues – political and economic – which require balanced understanding. 

Summary of Subjects

All students study the following in the Middle School:

Language A at SWA is English – the language of instruction.

• Language B (and Language B Advanced)

Language B is another language that a student is studying. At SWA the Language B options are Indonesian and Mandarin. Students have the option to study 2 Language B courses.

• Mathematics (and Extended Mathematics)

Students in Grades 6–10 study either Mathematics or Extended Mathematics. Movement between these two programs is possible throughout Grades 6-8. The Extended Mathematics program parallels Mathematics, but is further differentiated to support students who, at that point in time, require specialized extension in Mathematics.

• Science

Students study all three Sciences – Physics, Chemistry and Biology – as interrelated subjects.

• Health and Physical Education

This involves both practical sports instruction as well as theory-based lessons on health-related issues.

• Humanities (History and Geography)

Students study both History and Geography as discreet and interrelated subjects.

All Middle School students study both Information Communication Technology and Design Technology for half a year each.

• The Arts

Students in Middle School follow a rotating Arts schedule, where a third of the academic year is allocated to each Arts subject – Music, Art and Drama.

• Religion

Students choose to study one of the following: Islam, Christian, Catholic, Buddhism or Hinduism.

Pastoral Care

Pastoral Care is an essential time for students and teachers to be together. During this time teachers serve as mentors and have the opportunity to get to know their students outside of assessed, academic subject areas. The Pastoral Care teacher also serves as the immediate point of contact for general communication between home and school. 

A key focus of Pastoral Care classes is on building relationships between teachers and students as well as relationships between students. Pastoral Care time allows teachers from different subject areas to work together to plan lessons targeted at whole-child development. This time enables teachers to get to know students from the whole-child point of view.

Pastoral Care classes support students by teaching and reinforcing Organization Skills and Time Management. Pastoral Care time also allows for incidental teaching of highly important issues that do not always fit neatly into other curricular areas, e.g. bullying, study skills, peer pressure, community and service projects, goal setting and organization. This time also covers health and social issues with Physical Education/Health and other curricular areas.

The Pastoral Care program at SWA aims to be responsive to student needs. As Grade 7 is a transitional year into Middle School, much time in Grade 7 Pastoral Care classes is devoted to helping students with their transition to Middle School and in becoming familiar with the Middle Years Program.

IB Diploma

 
The SWA High School program is designed to:

• Meet entry requirements to a broad range of university and tertiary educational institutions in Indonesia and around the world. Successful SWA students will be well prepared for the demands of post-secondary education.

• Support all students in attaining their educational goals. A wide range of course offerings and emphasis on differentiated teaching strategies ensure that all students are supported in achieving their potential.

• Provide quality inquiry based learning opportunities that support the development of independent learners.

• Assist students in developing effective social and emotional skills

High School (Grade 9 – 12) requires that students take increasing responsibility for their personal learning. Good time management skills and personal reflection on assignment feedback are important factors leading to academic success. Many assignments will require that students develop timelines and completion strategies that will provide balance to their daily workload.

In Grade 10, student work is subject to external moderation by the International Baccalaureate (IB).

In Grade 10 – 12, increasing emphasis is placed upon end of year examinations and external moderation of International Baccalaureate Diploma Courses.
The independent learning strategies emphasized in the SWA Middle Years Program (Grade 6 -10) will prepare students for these increasing demands.

International Baccalaureate Middle Years Programme (IBMYP) - Grade 9-10

Students in Grade 9-10, which cover the final two years of the IBMYP, study eight subject groups: Language A (English), Language B (Indonesian and/or Chinese (Mandarin), Mathematics, Science, Humanities, Technology, The Arts, Physical Education and Health, during each of the final two years of the IBMYP.  Students select and focus on one area of specialization within the Arts i.e. Music, Art or Drama and one area within Technology i.e. ICT or Design Technology.

Students are also required to participate in the Community Service Program and complete a Personal Project in Grade 10 in accordance with IBMYP standards.

Sample portfolios of student work are submitted for monitoring to the International Baccalaureate, to ensure assessment strategies and student achievement are in accordance with IB expectations. 

Upon successful completion of the IBMYP, students receive an IB Certificate and Record of Achievement listing final Grade in accordance with the IB, 1–7 Grading Scale.

IBDP Curriculum Model

Group 1

English A
Language A1 SL Self-Taught

Group 2

Mandarin A2, B, Ab Initio

English A2
English B

French B, Ab Initio

Spanish B

Group 3

Economics

Geography

History

Group 4

Biology

Chemistry

Physics
Design

Technology

Group 5

Mathematics

Computer Science

Group 6

Visual Arts

Theater Arts

Music

Dance

Film Studies

Electives

Visual Arts, Theater Arts, Music, Chemistry, Biology, History, Geography, Economics, Computer Science.

IBDP Courses at SWA

In Grade 11 and 12, students will choose from a range of IBDP Courses.

Whilst all course options support entrance to overseas universities,
the IBDP is highly recommended for students planning to study overseas,
as a rigorous internationally recognized course of study.  IBDP is also now recognized by leading universities in Indonesia.  Students
successfully completing the IB Diploma Program will receive both a SWA
High School Diploma and a Diploma from the International Baccalaureate.

“The International Baccalaureate (IB) Diploma Programme is a
challenging two-year curriculum, primarily aimed at students aged 16 to
19. It leads to a qualification that is widely recognized by the
world’s leading universities. Students learn more than a collection of
facts. The Diploma Programme prepares students for university and
encourages them to:

• Ask challenging questions
• Learn how to learn
• Develop a strong sense of their own identity and culture
• Develop the ability to communicate with and understand people from other countries and cultures.”

(International Baccalaureate www.ibo.org)

The basic requirements of the IBDP program are:

• Study 6 courses covering major fields of learning* (i.e. one of each of the following: First and Second Language, Humanities, Experimental Science, Mathematics and an Arts course)

• Theory of Knowledge (TOK) - an interdisciplinary course

• Extended Essay - not more than 4000 words on a topic of the student’s choice

• Participation and completion in the Creativity Action Service (CAS) program

Note: * Usually 3 courses (not more than 4) are chosen at Higher Level (HL) to allow for specialization, and 3 courses at Standard Level (SL) to ensure a broad education

The IBDP is a well rounded liberal arts and science program designed to prepare students for success in life beyond school. The IB’s reputation for rigorous assessment gives IB Diploma holders access to the world’s leading universities and solid preparation for high achievement once enrolled.

The major aims of the IBDP are to:

• Educate young people to act intelligently and responsibly in a complex society

• Ensure knowledge of traditional academic disciplines and the individual’s own heritage, whilst fostering inquisitiveness and openness to new ideas

• Equip students with a genuine understanding of themselves and others, heightening the capacity of tolerance and engendering respect for different points of view.

Pastoral Care

All High School students are placed into Homeroom/Pastoral Care classes, which meet regularly.

Pastoral Care is an essential time for students and teachers, providing time for teachers to serve as mentors and have the opportunity to get to know their students outside of academic classes. A key focus of Pastoral Care classes is on building relationships between teachers and students as well as between students.

Pastoral Care classes support students by teaching and reinforcing Organization Skills and Time Management. Pastoral Care time also allows for incidental teaching of highly important issues that do not always fit neatly into other curricular areas, e.g. Asian Tsunami, study skills, community service projects, and preparation of the Grade 10 Personal Project. This time also shares the covering of Health and Social issues with Physical Education/Health and other curricular areas.

In Grade 11 and 12, the primary focus of these sessions is on career and college planning and other topics relevant to young adults preparing to begin their post secondary education.