parents new to the ib - sekolahciputra.sch.id · sebutkan 3 kerajaan ... model •making the pyp...
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Parents New to the IB
INDUCTION WORKSHOPSekolah Ciputra, 3rd of September 2018
TEST
1. Kaki Budi terkilirBudi terjatuh dari sepeda
a. Gabungan kedua kalimat yang benar adalah …b. Disebut kalimat apakah ini?2. Sebutkan 3 kerajaan tertua di Indonesia? 3. Roni bermain mengelilingi lapangan berbentuk jajar genjang dengan
panjang sisinya adalah 23 m dan 20 m, berapa jarak yang ia tempuh? 4. Ibu membeli 7,5 lusin piring, 2 gross sendok dan 4,5 kodi pisau. Jumlah
belanja ibu …… biji. 5. Sebutkan semua nama planet di tata surya kita.
Sekolah Ciputra prepares for life-long learners.
- IB at Sekolah Ciputra- Inquiry-based learning
- Assessment practices at Sekolah Ciputra
Parents’ Inquiries:
KNOWWhat do you know about the learning at SC?
WANTWhat do you want to know about the learning at SC?
LEARNWhat have you learned about the learning at SC?
How do you picture a good learner?Remember:Keep adding to your own work using different color marker
- Peer - sharing- Watch a video
Comparingbetween the 2 tasks
How do you feel?
Aligning IB and SC vision and mission•The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.•To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.•These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
•VisionStudents of Sekolah Ciputra are proud of their national identity, embrace the spirit of entrepreneurship, celebrate cultural diversity and possess the skills, integrity and resilience toparticipate in a changing global society.•MissionAt Sekolah Ciputra we teach our students to:● Take pride in their national and cultural heritage● Demonstrate integrity, respect and empathy toward others● Think critically and apply their learning in creative, innovative and entrepreneurial ways● Communicate their thoughts and ideas in Bahasa Indonesia, English and Mandarin● Achieve academically at the highest standard of which they are capable● Respond with confidence and reason to an everchanging world● Fulfil their social and civic responsibilities, both nationally and globally.
Pelaku inkuiriBerpengetahuanPemikirKomunikatorBerprinsipBerpandangan terbukaPeduliPengambil risikoBerimbangReflektif
What do we want to learn?
Define and/or Give examples
Knowledge/ Pengetahuan
Concepts/ Konsep
Approach to Learning/ Skills/ Pendekatan pembelajaran / Ketrampilan
Action/ Tindakan
5 Essential Elements
Define and/or Give examples
https://goo.gl/fplPM6
Knowledge: What do we want students to know about?
Concepts: What do we want students to understand?
Approach to Learning/ Skills: What do we want students to be able to do?
Action: How do we want students to act?
Assessment in Sekolah Ciputra
● On going formative assessment (within each lesson)● Summative Tasks (every unit)● Skills progression assessment (running record, writing samples, basic facts
- done periodically)● PYP Exhibition (PYP 6)● Conferences (3 Ways conferences, Students Led conferences)● Portfolio - SeeSaw● Written Report (every semester)● Government requirement: Calistung and School Exam (for benchmarking)
Summative Tasks
PYP EXHIBITION
Conferences and ReportingTerm 1 Term 2 Term 3 Term 4
Teacher-Student conferences (on going throughout the year)Portfolio updates + trans skills and LP attributes tracking (fortnightly)
T-S: ● set the first goal for
the school year● Revisit the goal
3 ways conference: ● share work samples● set new goals● Understand
background of students
T-S: revisit the goal
Teachers - Parents:● Written report● Next goals● Learning support
(students at risk identified)
L.P self assessment included in portfolio
T-S: revisit the goal
Students Led Conference:● Students and parents● Demonstration● Share worksample● Revisit and set new
goals (if necessary)
T-S: revisit the goal
Written Report
Teacher Parents (by request)
Portfolio is archived/ downloaded and pass on to next year
Recording (Data Collection)
● English reading running record● Bahasa Indonesia reading assessment● English Writing sample● BI Writing Assessment● Maths basic facts knowledge
IB History
IB at Sekolah Ciputra
The school strives to meet the set of Programme standards and practices criteria, and these standards and practices are used as a tool to measure success in the implementation of the PYP.● IB candidate school 2002● IB pre-authorized school 2003● IB Authorized school 2004● Evaluation visit 2007 (awarded 5 years)● Evaluation visit 2012● Continuum Evaluation Visit 2014
Staff Professional Development
IBAP Regional workshops:
● Assessment in the PYP (Sydney)● Inquiry in the early years (Sydney and Jakarta)● The role of mathematics in the PYP (Srilanka and Jakarta)● Reading and writing in the PYP (Jakarta)● The role of ICT in the PYP (Singapore)● English as Second Language in the PYP (Bangkok)● The role of Language in the PYP (Shanghai)● The role of Physical Education in the PYP (Sydney and Singapore)● The role of Arts in the PYP (Bangkok)
IBAP Regional workshops:
● Workshop Leader training (Bangkok)● Pedagogical Leadership (Mumbai)● 3-5 Years Old (Jakarta)● The Role of Science and Social Studies (Jakarta)● The Role of Arts (Singapore)● The Role of Physical Education (Bangkok)● Well-being and student leadership (Jakarta)● Inquiry and the additional language teacher (Jakarta)
IBAP Regional Conferences
● Perth, Australia● Mumbai, India● Hanoi, Vietnam● Singapore● Beijing, China● Singapore● Kuala Lumpur, Malaysia● Singapore● Macau● Yokohama ● Hongkong (2018)
IB PYP in-school workshops
Category 1:•An Introduction to the PYP Curriculum Model•Making the PYP Happen in the ClassroomCategory 2:•Teaching and learning in the PYP•Assessment 1 and 2•Collaborative planning•Action in the PYP•The Written Curriculum in the PYP•Assessment in the Early Years
Category 3:
•Inquiry in the PYP•Inquiry in the early years•Transdisciplinary teaching•The Role of Language in the PYP•Teachers as Researchers (On-line)•Teachers as Researchers•Concept-based Learning•Encouraging children’s creative instincts in the classroom•Sustaining and Growing in the PYP•Learning environment and inquiry
WHO WE ARE
Central idea (2&1)
Learning about own characteristics and abilities allows us to develop. Key concepts: Form, Reflection, Change Related concepts: senses, characteristic, gender, growth
Lines of Inquiry:● What I look like● How I am the
same and different from others
● How I am growing and changing
● Expressing our feelings appropriately
WHERE WE ARE IN PLACE AND TIME
HOW WE EXPRESS OURSELVES
Central idea (4)Creative expressions provide ways to express ideas and feelings.
Key concepts: Function, Connection, Perspective
Related concepts: imagination, creativity, communication, mediaLines of Inquiry:● Types of creative
expressions● Ways to express
ourselves through the arts
● Expression through language
● Responding to others’ ideas and feelings
HOW THE WORLD WORKS
HOW WE ORGANIZE OURSELVES
Central idea (1&2)Self organization helps us to learn and work together.
Key concepts: Responsibility, Causation, Form
Related concepts: initiative, self- regulation, spatial awareness
Lines of Inquiry:● What being
organized looks like
● How we get organized
● The importance of being organized
SHARING THE PLANET
Central idea (3)Living things have certain requirements in order to grow and stay alive
Key concepts: Form, Function, Responsibility
Related concepts: characteristic, appreciation, needs
Lines of Inquiry:● Characteristics
of living things● The needs of
living things● Our
responsibility for the well-being of other living things
WHO WE ARE
Central Idea (2)
Our families make us who we are.
Key concepts: Function, connection, form
Related concepts: Relationship, family and roles
Lines of inquiry:
● diversity of families● responsibilities
within the family● learning from
families
WHERE WE ARE IN PLACE AND TIME
HOW WE EXPRESS OURSELVES
Central idea (1, on-going)People explore and use various media and tools to create art works.
Key Concepts: Form, Responsibility, Reflection
Related concepts: imagination, experimentation, self- expression, appreciation
Lines of inquiry:
● Using various tools and materials to create artwork
● Exploring techniques and elements used in art
● Expressing ideas with art
HOW THE WORLD WORKS
Central idea (4)The Earth’s natural cycles correlates with the activities of living things.
Key concepts: perspective, change and causation
Related concepts: seasons, weather, cycles, sequences and patterns
Lines of Inquiry:
● The earth’s natural cycles
● The actions people take in response to the Earth's natural cycles
● Patterns of behavior in living things related to Earth’s natural cycles
HOW WE ORGANIZE OURSELVES
Central idea (5)Communities create transportation systems that meet their needs.
Key concepts: form, function, connection
Related concepts: network, technology, transportation, system
Lines of inquiry:
● Different types of transportation
● Reasons people use different kinds of transportation
● The system needed for transportation to function
HOW WE ORGANIZE OURSELVES
Central idea (3)Animals and people interact in different ways and contexts.
Key Concepts: Form, connection, responsibility
Related Concepts: relationships, classification of animals, adaptation
Lines of Inquiry:
● Characteristics of animals
● Different roles animal play in people’s lives
● Our responsibilities for the well being of animals
Central Idea - 1 (on-going)
People learn in different ways as a part of living.
Key Concepts: Causation, Responsibility, Reflection
Related concepts: identity, similarities and differences
Lines of inquiry:
● The purpose of learning
● Learning in different ways
● How to be a good learner
● How we know we have learnt
Central idea - 4
People’s homes reflect their needs, culture and the environment.
Key concepts: function, causation, perspective
Related concepts: culture, needs, belonging, locality
Lines of inquiry● The purpose of a
home● Different types of
houses around the world
● Factors that determine where people live
Central Idea - 6
Expressions of ideas and feelings can be conveyed through music.
Key Concepts: Connection, Perspective, Function
Related concepts: aesthetics, feelings, harmony
Lines of inquiry:
● Elements of music● How music affects
feelings● How people use
music for different purposes
Central Idea - 5
Matter has properties that can be explored and changed for different purposes.
Key Concepts: Form, Change, Function
Related concepts: density, changes of state, properties of materials, gases, liquids, solids
Lines of inquiry:
● The properties of matter
● How matter reacts and changes
● Changing matter for different uses
Central Idea - 1 & 2
People have different roles and skills to serve the community.
Key Concepts: Function, Connection
Related concepts: community, rules, interaction
Lines of inquiry:
● Different roles in a community
● Skills and knowledge required for different roles
● How different roles serve the community
Central Idea 1 & 3
Plants sustain life on Earth and play a role in our lives.
Key Concepts: Responsibility, Function, Form
Related concepts: interdependence, classification of plants, adaptation
Lines of inquiries:
● How plants grow● Caring for plants ● How plants
contribute to life on Earth
WHO WE ARE
Central idea(1)Relationships enrich our lives and need to be maintained.
Key concepts: Form, Connection, Responsibility
Related concepts: PSPE - Interactions: belonging, teamwork, community
Lines of Inquiry:● Types of
relationships● How to make new
relationships● Keeping and
maintaining relationships
WHERE WE ARE IN PLACE AND TIME
Central idea(3)Our response to significant events provides an insight into the history and values of a community.
Key concepts: Causation, Perspective,Responsibility
Related concepts: impact, bias, evidence, truth
Lines of inquiry● The ways in which
significant events may be recognized, locally and/or globally
● How a significant event has an impact on a community
● Why viewpoints differ about significant events
HOW WE EXPRESS OURSELVES
Central idea(6)Stories can be constructed, retold and interpreted in different ways.
Key concepts: Form, Perspective, Reflection
Related concepts: interpretation, communication, characterization, expression
Lines of Inquiry:● Elements that
define an effective story
● The different forms used in expressing a story
● How stories are shared
● How to create a story
HOW THE WORLD WORKS
Central idea(4)All living things go through a process of change.
Key concepts: Connection, Change, Reflection
Related concepts: cycles, transformation, similarities, differences
Lines of Inquiry:● Characteristics of
living things● How living things
change over time● Factors that can
influence the changes
HOW WE ORGANIZE OURSELVES
Central idea(2)People use public spaces to establish a sense of community.
Key concepts: Form, Function, Responsibility
Related concepts: community, environment, participation, access
Lines of Inquiry:● Purposes of public
spaces● Characteristics of
different public spaces
● How people use public spaces
SHARING THE PLANET
Central idea(5)People use and value their surrounding in different ways.
Key concepts: Causation, Perspective, Responsibility
Related concepts: conservation, development, ecology, pollution
Lines of Inquiry:● Natural and
human-made elements around us
● Different ways we value natural spaces
● How we manage waste (on air, water and land)
WHO WE ARE
Central idea (1st UOI)
The choices people make affect their health and lifestyle.
Key concepts: Causation, Responsibility, Reflection
Related concepts: influence, consequences, choice, safety, balance
Lines of Inquiry:
● Characteristics of a healthy lifestyle
● Consequences of our choices
● Ways to lead a healthy lifestyle
WHERE WE ARE IN PLACE AND TIME
Central idea (3rd UOI)
Exploring the place we live in enables us to discover its culture.
Key concepts: Connection, Responsibility, form
Related concepts: autonomy, locality (ethnicity), dependence, heritage
Lines of Inquiry:
● Identity of a place (country)
● Varied cultures contribute to a place
● Ways we appreciate our cultural heritage
HOW WE EXPRESS OURSELVES
Central idea (6th UOI)
Images communicate ideas and information.
Key concepts: Form, Function, Perspective
Related concepts: communication, interpretation, design
Lines of Inquiry:
● The use of still and moving images
● How element of design support communication
● Different interpretation of images
HOW THE WORLD WORKS
Central idea (4th UOI)
Life is influenced by natural events which can be observed, measured and explained.
Key concepts: Change, causation, connection
Related concepts: seasons, geography, systems (water cycle, weather), natural disaster (extreme weather), climate change
Lines of inquiry
● Natural events related to weather and seasons
● How natural events can be observed and explained
● The influence of natural events to human lives
HOW WE ORGANIZE OURSELVES
Central idea (2nd UOI)
Many products go through a variety of processes before they reach consumers.
Key concepts: Function, Change, connection
Related concepts: process, components, production, distribution, consumption
Lines of inquiry
● Origins of products● Changes products
go through● Distribution of
products● How people select
the products they use
SHARING THE PLANET
Central idea (5th UOI)
Living things adapt in order to survive.
Key concepts: change, connection, causation
Related concepts: adaptation, evolution
Lines of inquiry
● Concept of adaptation
● Circumstances that lead to adaptation
● How plants and animals adapt or respond to environmental conditions
Central idea (4 )Choices of role models reflect the beliefs and values of individuals and societies.
Key concepts: causation, perspective, change
Related concepts: identity, peer pressure, opinion
Lines of inquiry
● Our beliefs and values
● Role models around us
● Influence of role models on our choices and actions
Central idea (3)Our relationship with others in the world develops global perspectives.
Key concepts: connection, perspective, reflection,
Related concepts: interconnectedness, location, borders (natural, social,political)
Lines of inquiry
● Our place in the world
● Being a global citizen● Connecting with
other people around the world
Central idea (1People use their body, voice, or objects to convey artistic expression.
Key concepts: Form, Reflection, Perspective
Related concepts: movement, aesthetic, self- expression
Lines of Inquiry:
● Different types of performing arts
● Ways people use body, voice and objects
● Performances can be used to deliver messages
Central idea (2 )The designs of buildings and structures is dependent upon environmental factors and human creativity.
Key concepts: form, perspective, connectionRelated concepts: design, technology, materials, space, sustainability
Lines of Inquiry:● building and
structure designs around us
● Different building materials and their properties
● considerations when building structures
● impacts of buildings and structures to the environment
Central idea (6)Digital media changes the way in which people access information and connect to each other.
Key concepts: responsibility, connection, reflection
Related concepts: networks, access, ethics, platform
Lines of inquiry
● The use of digital media in our daily life
● Evaluating information from digital media
● Our responsibility when using digital media
Central idea (5)People have choices to keep the earth’s resources sustainable to enable access for the future.
Key concepts: causation, responsibility, reflection
Related concepts: lifestyle, resources, sustainability
Lines of inquiry
● Earth’s finite and infinite resources
● The importance of sustaining the earth resources
● The balance between meeting human needs and the use of resources
Central Idea (4)
Understanding how body works enhances our health and well being.
Key Concepts:
Function, Connection, Responsibility,
Related concepts: systems, well being, health
Lines of Inquiry
● How body systems work and are interdependent
● Factors that affect our body systems
● Actions to keep our body systems healthy
Central idea (5th)Explorations lead to discoveries, opportunities and develop new understandings.
Key concepts: Responsibility, Perspective, Causation
Related concepts: migration, impact, adaptation, settlement, diversity.
Lines of Inquiry:● Reasons for
exploration and migration
● Effects of migration and explorations (on individuals and communities)
● Attributes and attitudes needed for explorations
Central idea 2
People can create or manage messages to target specific audiences.
Key concepts:, change, form, perspective, reflection
Related concepts: media, advertising, propaganda
Lines of inquiry
● How images, text and music are used in the media
● How messages in the media influence target audience
● Evaluate messages presented in the media
Central idea 3
Understanding of energy and forces can be applied to support human progress.
Key concepts: Function, Form, Change
Related concepts: forms, transformation and conservation of energy, physics, magnetism, forces
Lines of inquiry● Different types of
energy and forces ● The transformation
of energy● The various
responsible uses of energy
Central idea 1
The supply and demand of goods and services has led to the creation of economic activity.
Key concepts: function, connection, reflection
Related concepts: roles, fair trade, entrepreneurship
Lines of inquiry
● The role of people involved in economic activity
● Managing supply and demands for goods and services
● Strategies for economic activity
Central idea (6)
Children worldwide encounter a range of challenges, risks and opportunities.
Key concepts: form, responsibility, reflection
Related concepts: equality, rights and responsibilities, resilience,
Lines of inquiry
• Challenges, risks and opportunities that children encounter (local and global)
• How children respond to challenges, risks and opportunities
• Ways in which individuals and organizations work to protect children from risk
Central idea (6th)People experience changes at different stages of their lives which help to develop their sense of self.
Key concepts: Change, Responsibility, Reflection
Related concepts:maturity, growth, reproduction, imageSubject related concepts:
Lines of Inquiry:
● Physical, emotional and social changes that occur during adolescence
● Factors that contribute to well-being
● Different sources of information that help us make choices
● The consequences of our choices
Central idea (1st)
Studying the past helps us understand the present.
Key concepts: causation, change, reflection
Related concepts: time (past and present), artifacts, identity, history, progress
Lines of inquiry● Ways to find out
about the past● Things we consider
as artifacts● How aspects of the
past still influence us today
● Why some behaviours and practices have changed or remained the same over time
Central idea (2)Rituals and traditions are expressions of shared beliefs and values.
Key concepts: form, perspective, causation
Related concepts: beliefs, values, belonging, culture, symbolism, representation
Lines of Inquiry:● Reasons people
do rituals and traditions
● Features of rituals and traditions
● Symbolic representations of rituals and tradition
Central idea (3)Problem solving extends human capabilities and leads to inventions and innovation.
Key concepts: Function, Change, Responsibility
Related concepts: mechanic, impact, technological advances, physics, innovation
Lines of Inquiry:
● Simple machine principles to solve daily problem
● Invention and innovation through time
● Processes involved in invention
● Responsible use of invention and innovation
Central idea (5th)
Leaders make decisions which have impacts on the lives of people.Key Concepts:
Connection, function, perspective
Related concepts: citizenship, governance, law, leadership, system
Lines of Inquiry:● Leadership
within a government system
● Different decision making processes
● Impact of a decision on people
Central idea (4th)Peace and conflict resolution are influenced by the actions of all involved.
Key concepts: causation, perspective, responsibility
Related concepts: peace, relationship, freedom, conflict,Lines of inquiry
● Causes of conflict ● Strategies used to
resolve conflict● Awareness of local
and global conflicts
Central idea 3
People’s action and behavior are influenced by their beliefs, values and cultural background.
Key concepts: causation, reflection, perspective
Related concepts: interpretation, identity (ethnicity), subjectivity, prejudice
Lines of inquiry
● What constitutes culture
● Different beliefs, values and actions of different individuals
● How people inform their perspectives and identity through their action and behavior
Central idea (2nd unit)
Evidence of past civilizations can be used to make connections to present-day societies.
Key concepts: form, change, connection
Related concepts: continuity, civilization, artifacts, conservation
Lines of inquiry:
● Evidence of past civilizations in societies
● The connection between past civilizations to present lives
● Implications for the future
Central idea (along the year)
Literary arts can be used to engage audience and communicate meaning.
Key concepts: perspective, reflection, form
Related concepts: , perception, bias/interpretation
Lines of inquiry
● Different types of literary arts
● Appreciation and creation of literary arts
● How literature can be a reflection of societal values and issues
Central Idea (1st unit)
Technology has allowed for a greater understanding of the universe.
Key concepts: function, causation, connection
Related concepts: exploration, system, progress, theory of origins
Lines of Inquiry:
● technology we use to observe and explore space
● the impact of space exploration
● conditions and characteristics which support the existence of life
Central idea (Exhibition 4th unit)
Key concepts:
Related concepts:
Lines of inquiry
Central idea (5th unit)
Biodiversity relies on maintaining the interdependent balance of components within ecosystems.
Key concepts: change, connection, responsibility
Related concepts: homeostasis, biodiversity, interdependence, conservation
Lines of inquiry
● Ways in which ecosystems, biomes and environments are interdependent
● Human interaction with the environment
● The consequences of imbalance within ecosystems
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