Year 6

Transition Day

Transition Day is a special event where Year 6 students learn what to expect in Year 7 and get introduced to the MYP (Middle Years Programme). During this day, we learned about new rules, subjects, and routines that will become part of our daily school life next year.

In Advisory Class, 7A got advice about our teachers, and we could ask questions if we had or wanted to. She explained how the Year 7 guides are going to help us on that day. Ibu Krisna explained that in Year 7, she is the one to make announcements or events that we have on the day. We believe she is really good at taking care of students. There are three different advisory teachers that we met for each class: Pak Arief, Ibu Krisna, and Pak Achmad. They all made us feel welcomed and supported.

Throughout the day, we had Math, Science, Language Acquisition (English, Bahasa, or Korean), Art, Design, and PE. One major change we noticed is how important time management is in MYP, especially since we must move from one class to another. Compared to PYP, the MYP Programme is more structured and has higher expectations.

Personally, Akya’s favorite class was Language Acquisition. In that class, she worked with students from other classes who were at the same language level, which made collaboration easier and more comfortable. On the other hand, Hajun’s favorite was Design, where we explored new content that we hadn’t learned in PYP and even played a fun quiz.

Overall, Transition Day helped us feel more confident and ready for the next chapter in MYP, with a better understanding of our teachers and the school environment.

Entrepreneurship Day

• What did my group (including myself) do before the day was here?

Our group worked on setting up our entrepreneurship document, which was used to plan our business day. The document was called the Business Plan Template. It helped us prepare by guiding us through potential challenges, such as questions like “How will this work?” or “What if we don’t have enough resources or time?”

• How did we decide to name our group D’Clo?

We got our business name from the clothing brand Uniqlo. As you can see, both names share a similar ending sound (“-clo”), which inspired our group. We chose this name because Uniqlo sells clothes…just like we do! Our business, managed by our group, focuses on clothing products.

• How did we get the idea of doing a clothing business?

Our idea was inspired by a group from the last two years, who also sold clothes. We heard that they made a lot of money selling hoodies and other items. One reason they earned so much profit was that they didn’t focus on making their products eco-friendly. When we had the chance to create a business, we chose to sell clothing too, since we believed it would be profitable. However, we added a sustainable twist: we promised to plant one tree for every two products sold. We even created a poster to highlight this eco-friendly initiative.

• How did we do during the business day?

My teammates and I worked together to set up our booth. We put up decorations and arranged our products on hangers and shelves. Once everything was ready, we waited for the primary students to come out of the gate so we could start selling. We sold many items early on. Even some secondary students bought products like keychains! It was a bit challenging for me, especially because I had to iron patches onto shirts and keychains, so customers could customize them. But overall, it was a fun and successful experience.

• Other groups that joined and what they did

We weren’t the only group that worked hard to make Entrepreneurship Day successful. Several other groups also brought creative and inspiring ideas to life. For example, Renewra sold healthy food and drinks, art and craft items, and even hosted a fun sports activity for customers to enjoy. Another group, Artemis, focused on sustainability by selling handmade candles. Their candles were eco-friendly, and they designed their booth with a calm, cozy atmosphere to match the theme of mindfulness and care for the planet. Then there was Rejoy, a group that sold preloved items. Their concept was all about reducing waste and giving new life to things that might otherwise be thrown away. Their booth looked like a mini thrift store, and many customers enjoyed browsing for hidden treasures.

Together, all the groups contributed to a meaningful and successful Entrepreneurship Day, offering a wide range of experiences—from fashion and food to sustainability and sports.

• What we reflected on after the business day ended

After the event, we reflected on how we could have improved our sales. We realized that we could have been more convincing with our eco-friendly message, such as emphasizing our promise to plant a tree for every two products purchased. Young children often enjoy doing things that help the planet, so this message might have made them more interested in our business. We learned that combining a strong product with a positive message can attract more customers.

Budaya Indonesia

Tugas kali ini bertemakan budaya Indonesia, di mana para murid harus  melakukan penelitian tentang  kesenian tradisional atau budaya-budaya yang ada di Indonesia. Hal ini dilakukan agar murid GJS dapat belajar dan melestarikan budaya-budaya yang terdapat  di Indonesia.

Kami diberi kebebasan untuk memilih bekerja secara individu, berpasangan, atau dalam kelompok berisi dua hingga empat orang. Anggota kelompok ditentukan secara mandiri. Setelah itu, kami memilih bentuk kesenian dan budaya yang ingin kami pelajari lebih dalam. Beberapa memilih batik, wayang golek, wayang orang, angklung, dan tari Jaipong. Setelah menentukan pilihan, kami melakukan riset mendalam tentang kesenian atau budaya tersebut, lalu menyusun presentasi berdasarkan hasil pencarian kami. Presentasi tersebut mencakup:

• Menjelaskan apa seni budaya yang kami pilih.

• Berasal dari manakah kesenian tersebut?

• Apakah kesenian tersebut tangible atau intangible

•  Apa yang membuat kesenian tersebut unik.

• mengapa kesenian tersebut penting untuk budaya Indonesia. 

Sebagai panduan, murid juga diperkenalkan pada dua istilah penting dalam kajian budaya.  Budaya Intangible merujuk pada praktik, tradisi, dan ekspresi yang diwariskan secara turun-temurun, yang tidak dapat disentuh secara fisik namun bisa dirasakan dan dijalankan, seperti tarian tradisional, lagu daerah, ritual, festival, bahasa, dan keterampilan. Sementara itu, budaya Tangible adalah budaya yang dapat dilihat dan disentuh secara fisik, seperti pakaian adat, rumah tradisional, alat musik (misalnya angklung), dan benda budaya lainnya.

Melalui kegiatan ini, kami tidak hanya belajar melakukan penelitian dan menyampaikan informasi secara efektif, tetapi juga memperkuat pemahaman kami terhadap identitas bangsa. Proyek ini menjadi langkah nyata GJS dalam menanamkan nilai-nilai pelestarian budaya kepada generasi muda, agar warisan budaya Indonesia tetap hidup dan berkembang.