Upacara Hari Pahlawan 10 November 2008

UPACARA HARI PAHLAWAN 10 November

General Regulation's

General regulations:

Primary Years Programme

Article1: Scope

The International Baccalaureate Organization (hereinafter “the IB Organization”) is a foundation that has developed and offers three programmes of international education entitled the “Primary Years Programme” (PYP), the “Middle Years Programme” (MYP) and the “Diploma Programme”. It authorizes schools to offer one or more of these programmes to its students.

An IB World School® is a school that has been authorized bythe IB Organization to offer one or more of its programmes.

This document describes the regulations that apply to thoseschools that have been authorized as IB World Schools to offer the PYP.

When used herein the term “legal guardians” encompassesparents and individuals with guardianship of any IB student enrolled in the PYP.

Article 2: Role and responsibilities of schools

2.1. The IB Organization has established a curriculum framework and requirements, as well as standards and practices for the implementation of the PYP, which is an inclusive programme aimed at students in the 3-12 age group.

2.2 Because the IB Organization is not a teachinginstitution and does not provide teaching services to students, the PYP isimplemented and taught by IB World Schools (hereinafter “school(s)”). Theschools are private or state entities, all of which are entirely independent from the IB Organization and solely responsible for the implementation andquality of teaching of the PYP.

2.3 The schools are responsible for informing legal guardians regarding the general characteristics of the PYP and how the school implements it.

2.4 The IB Organization cannot guarantee that a school willremain capable and willing to implement the PYP. Consequently, the schools bearsole responsibility towards students and legal guardians if a school’s authorizationto implement the PYP is withdrawn by the IB Organization or a school decides toterminate its authorization.

Article 3: Content and implementation of the programme

3.1 A primary school,or primary section of a school, must offer the PYP as an inclusive programme for all students.

3.2 The schools must implement the PYP in conformity with Making the PYP happen: A curriculum framework for international primary education, which is the curriculum framework issued by the IB Organization for schools, and the current PYP coordinator’s handbook, which is the procedures manual issued by the IB Organization for schools.

3.3 The teaching and learning in the PYP are predominantlyin the context of transdisciplinary themes and through the pedagogy of inquiry that promotes the construction of meaning by

students.

3.4 Schools must provide instruction in the learning of a language other than the principal language of instruction of the school from the age of at least seven. Bilingual/dual-language schools are not required to offer a third language to their students.

3.5 The schools carry out all teaching and assessment alone without any intervention or supervision from the IB Organization. This includes the assessment of each student’s development in the areas described in the IB learner profile and of each student’s learning as demonstrated during the PYP exhibition in the final year of the programme.

3.6 The IB Organization does not award any form of diploma or certificate in connection with the PYP.

3.7 Legal guardians must use the school’s PYP coordinator as the intermediary for any communication with the IB Organization.

3.8 If legal guardians have any questions regarding the general content (curriculum and philosophy) of the PYP or how a school implements it, they must address themselves to the school’s PYP coordinator.

Article 4: Use of materials produced by students

4.1 Students produce materials in a variety of forms during the course of their schoolwork. These materials (hereinafter “the materials”) include all forms of written work, audio and visual materials and, in certain cases, materials containing images of the students. From time to time, the IB Organization may ask schools for samples of these materials to use for educational, training, and/or promotional purposes relating to the IB Organization’s activities, or to those related activities of which it approves.

4.2 Upon students entering the PYP, schools should ask legalguardians to indicate in writing whether they agree to their child’s materialsbeing submitted to the IB Organization from time to time for educational,training and/or promotional purposes relating to the IB Organization’s activities, or to those related activities of which it approves.

4.3 By providing written consent to the schools, legal guardians are granting the IB Organization a non-exclusive, charge-free, worldwide licence, for the duration of the statutorycopyright protection, to reproduce submitted materials in any medium for theuses outlined in article 4.1.

4.4 Where the IB Organization uses these materials, it may
modify, translate or otherwise change them to meet particular needs and, in
order to protect the identity of the student and of the school, will anonymize them before publication in print or in electronic
form.

Article 5: Governing law

Swiss law governs these General regulations: Primary Years Programme.

Article 6: Arbitration

Any dispute arising from or in connection with these General regulations: Primary Years Programme shall be finally settled by one arbitrator in accordance with the Swiss Rules of International Arbitration of the Swiss Chambers of Commerce. The seat of the arbitration shall be Geneva, Switzerland. The proceedings shall be confidential and the language of thearbitration shall be English.

Article 7: Entry into force and transitory rules

This version shall enter into force on 1 September 2007 for PYP schools whose school year begins in August/September or on 1 January 2008 for PYP schools whose school year begins in January/February. The IB Organization may amend these General regulations: Primary Years Programme from time to time.

Outing at Museum Gajah

It's Museum Nasional, not Museum Gajah

We were exploring the Museum Nasional or we might call it National Museum in English. It was not the Museum Gajah as everyone would always say. Yup, there is a small elephant statue in front of the museum. It was a gift from a Thailand king long time ago, and so many people called it Museum Gajah (elephant).

2A and 2B went to the National Museum on Tuesday, October 21, 2008. We were exploring the evidence of our place and the people that lives before us. We studied about pre-history men or it was called manusia pra-sejarah. How it changed over time and became modern like us now.

The favorite place would be the ‘Gold’ room, where they kept all the gold jewelry from many places in Indonesia. We also saw many types of house and transportation back at the old days of the Indonesian history. The guide of the museum even teaches us how the old people did their prayer to call the rain. We must make music from a big and heavy drum called ‘nekara’.

Wow…it was surely very different back then. How people and live surrounding has changed very much, how we could learn so much from the history that made us like now. We don’t have to live in the cave and not wearing anything to cover our body J (dw/21/10/08)

Our Taste of the world Assesment

Our 'Taste of the World' Assessment

It was our home project! Cooking or finding traditional food from the country that we have picked for our ‘Fact Book’ project in the class room. We cook at home and bring it to school for presentation. Our theme right now is about Global Perspective, it’s about how people around the world think differently. It’s all about the world, how to read map, the continent, the people, artifacts even the foods.

And so, our teacher gave us a hard but fun project of presenting the traditional food of the world on Monday, October 27, 2008. Each of us must present the food from different country to different classes. We must know where it comes from, a little story behind the food, the ingredients and how to cook it.

The best part was when we could taste it ourselves. We put all the foods together in one round table and taste it together, the big family of 2A and 2B. Yummy…we also invited other classes to come and taste the food in front of our class. We learn a very important word during the presentation, CONFIDENCE as our teacher would say is about not being nervous and believe that we could do it! (dw/281008)

Sumpah Pemuda 28 Oktober 2008

• Kami Poetera dan Poeteri Indonesia, Mengakoe Bertoempah Darah Jang Satoe, Tanah Indonesia.
• Kami Poetera dan Poeteri Indonesia, Mengakoe Berbangsa Jang Satoe, Bangsa Indonesia.
• Kami Poetera dan Poeteri Indonesia, Mendjoendjoeng Bahasa Persatoean, Bahasa Indonesia.

back to al jabr

Kidzania Fieldtrip UOI 2 P.1

Horray its school again.

Do you know what make us happy to come back to school? It’s because the field trip…!

Our second theme is about Public Places. Hmmmm… so many public places we should to visit, but.. can you imagine where we were going? Yes, we went to Kidzania on October 14, 2008. Two classes, Primary 1A and 1B were busy working in a group in some of public places like the Hospital, Fire station, Police Station, Supermarket and so much more. See our action here…….

We really did just like in the real world of public places. Not just playing of course, we need to make a reflection, to draw and to write the role of every public places we’ve visited. By doing these, work together and share our thought, make our learning more fun and all of us are engaged.

back to Aljabr School

role of art workshop

Different learning styles using Multiple Intelligences

Different learning styles using Multiple Intelligences

3A and 3B students learned all about Multiple Intelligences from games, groups and individual, music and from work sheets. Sometimes, 3A students learn it from their or another people multiple intelligences. Often, we like to make group of multiple intelligence, example : intrapersonal group.

We can learn it when we are learning everything. Can you do it ? Did you learn it?

(By: Sofia)

Primary 4 Outing

Primary 4 Outing

Exciting and exhausting! are two words from our outing to Museum Fatahillah Jakarta on Thursday, August 13, 2008. We went there to find the facts of migration in Indonesia under lines of our inquiry: migration throughout history and the effect of migration. Check this out!

Ask the officer about the fact (ups! We forgot to ask his name)

Using senses to find the fact

Click! Before we returned…J

Thank you!

Arie