MSHS NEWS

MSHS

MSHS Update

Written by Mr. Rob

We inspire our MSHS students to be internationally-minded, caring members of the community who act to make a positive difference to the lives of others and their environment. This fundamental element of an IB education looks slightly different depending on the specific programme but shares a common theme that inspires young people to make a difference in the world we live in.

In the MYP, we have the opportunity to provide Service as Action courses, where students identify a need in the community or environment that requires attention and is important to them. They work in collaborative teams to devise a plan to address the need and carry it out to completion.

In the DP, the initiative expands to foster holistic growth in our students by including creativity, action, and service (CAS), which involves students proposing full-year or longer projects in which they want to lead and participate. Studied throughout the Diploma Programme, CAS involves students in a range of activities alongside their academic studies. It is not formally assessed; however, students reflect on their CAS experiences as part of the DP and provide evidence of achieving the seven learning outcomes for CAS.

The three strands of CAS, which are often interwoven with particular activities, are characterised as follows:

Creativity – arts and other experiences that involve creative thinking.
Activity – physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the DP.
Service – an unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity, and autonomy of all those involved are respected.

In order to demonstrate these concepts, students are required to undertake a CAS project. The project challenges students to:

• show initiative

• demonstrate perseverance

• develop skills such as collaboration, problem-solving, and decision-making.

Take a look at the pictures below that illustrate how this looks in the developmental phases here at SWA. Ms Elma, the SA/CAS Coordinator, planned an amazing fair to launch the student-led projects and a Picnic in the Park event to help begin fundraising at this community-building celebration.

I look forward to seeing all of the wonderful contributions our students will make this year and beyond within our school, local and global community.

Term 1 Parent-Teacher Conferences 

Term 1 Reports were collected at SWA on 3 October 2024 in Arts Lobby. The subsequent Parent-Teacher Conference on 4 October 2024 is of paramount importance. Engaging in one-on-one sessions with subject teachers provides a unique opportunity to gain deeper insights into your child’s progress and areas for improvement. These individualised discussions foster a collaborative approach to enhancing your child’s educational journey. Bookings for these invaluable sessions can be made through SAP Fiori. To ensure comprehensive discussions, each session will be kept to a maximum of 15 minutes. As you attend the Parent-Teacher Conference, we encourage you to delve into the four key MYP assessment criteria and explore how you can bolster support from home.

WWW Trip and Non-WWW Trip Activities

Grades 6, 7, and 9: These grade levels will follow their regular schedules, and teaching and learning continue as normal.

Grades 8 and 10: Although several students will be away for the trips, class schedules for those remaining on campus will proceed as usual. We have structured plans in place to ensure that all class time is used productively, without introducing new content, holding major summative assessments, starting large group projects, or giving free study time. Instead, students will engage in deeper exploration of interesting topics, review challenging past material, participate in interdisciplinary activities, or practise for standardised exams.

Grade 10's Personal Project (PP) Progress:
The PP is a unique opportunity for students to drive their own learning. Students select a topic or subject they are passionate about, set clear objectives, and create a product or outcome. Our Grade 10 students successfully submitted their Personal Project Objective A Planning on 29 August 2023. They are now fully immersed in the next stage: PP Objective B Applying Skills. We are excited to see their projects come to fruition.

Term 1 Break:
Term 1 Vacation is scheduled from 5 to 13 October 2024, and Term 2 will commence on Monday, 14 October 2024.

Thank you for your active involvement throughout Term 1, particularly in grade-level discussions and transition meetings. Your engagement greatly contributes to our collaborative educational journey. If you have any further questions or require clarification on any topic, please feel free to arrange a meeting with me at haoken_huoermaiti@swa-jkt.com.

ENGLISH DEPARTMENT

Written by Mr. Greg

Grade 6 English

In English, the students presented their own public service announcements as part of their final speaking summative. They utilised all the persuasive techniques learned in Term 1 in an effort to engage their classmates. Most students focused on anti-smoking and anti-bullying messages. The results were quite impressive, as most of them practised enough that they had more or less memorised the main points of their presentations and relied very little on their notes.

Grade 10 English

In English, the students concluded their speaking summatives by trying to convince us through propagandistic means to join their cult in the mountains of Papua. This was a rather difficult undertaking, as most of the students had trouble keeping a straight face during the presentations. However, some uncovered talents they never knew they had and treated the assignment seriously, presenting a very attractive opportunity that seemed more like a community than a cult. More recently, they have been finishing their novel for the term, Out of the Rubble by Sally Nichols.

SCIENC​​E AND DESIGN DEPARTMENT

Written by Mr. Rahul

Grade 7 Science

In science class, students have been exploring new concepts through hands-on experimentation and inquiry-based learning. Recently, they completed their summative assessments for Criteria B, C, and D. As part of the IB-MYP, Criteria B and C, which emphasise inquiry design and process evaluation, required students to create toy cars powered by elastic energy while investigating the topic of energy transformations. Using their models, they designed experiments, carefully controlling variables and defining dependent and independent factors. Although the project involved group collaboration, each student was encouraged to write their own analysis, conclusions, and evaluations independently to ensure individual effort was reflected in their final grades.

Many groups chose to study how the number of windings on the rubber band affected the distance travelled by their cars. This activity provided a rich opportunity for students to engage with key and related scientific concepts while also fostering important Approaches to Learning (ATL) skills such as communication, creative and critical thinking, collaboration, and organisational abilities.

In addition to creating a functional product, students used their designs to conduct further investigations—a process known as a "design-based investigation" or "design experiment." This approach blends problem-solving with experimental inquiry, allowing students to both engineer a solution and explore deeper scientific concepts through hands-on analysis.

As part of completing their Criterion D, students created informative and visually appealing posters, carefully adhering to the guidelines outlined in the level descriptors. This criterion focuses on reflecting on the impact of science, requiring students to clearly demonstrate how scientific principles are applied in real-world contexts. They were tasked with evaluating how science can be used to solve specific problems, effectively applying scientific language and properly citing the work of others. Through this process, students not only showcased their understanding but also their ability to communicate complex ideas in a structured and thoughtful manner.

Grade 9 Physics

Written by Mr. Rahul 

Grade 9 students have been highly active and enthusiastic about the various learning activities this term. Currently, they are engaged in creating models of Newton's Cradle using readily available materials such as popsicle sticks, string, glass marbles, and hot glue. Throughout this DIY project, they are adhering to proper safety procedures. Working in groups allows them to explore key concepts related to the cradle through constructive discussions, troubleshooting, and research.

This project will extend into the following week. Once their models are complete, students will be tasked with answering questions related to physics topics, including Newton's Third Law, conservation of momentum, conservation of energy, and collisions, among others. By working with tangible models, they can better grasp these rigorous concepts from the Cambridge syllabus, as they have a physical representation to observe and interact with, enhancing their understanding of the physics concepts related to the model in real-time.

Grade 9 Chemistry and Grade 8 Science

Written by Mr. Jonathan 

Students from the MYP Chemistry Grade 9 and Grade 8 Science classes at Sinarmas World Academy recently showcased their independence and scientific thinking by designing and conducting self-directed experiments in the science lab. Utilising the scientific method, students formulated hypotheses, planned their procedures, collected and analysed data, and reflected on their findings. These activities were integral to assessing MYP Criterion B (Inquiring and Designing) and Criterion C (Processing and Evaluating).

After completing their experiments, students wrote comprehensive lab reports detailing their processes and results while applying critical thinking and evaluation skills. This approach not only reinforced their understanding of the scientific method but also served as valuable preparation for future self-directed research, such as the Internal Assessment (IA) and Extended Essay (EE) in the IBDP.

Through these hands-on experiments, students are building the essential skills needed for higher-level scientific inquiry and gaining the confidence to take on more complex challenges in their academic journey.

MATHEMATICS DEPARTMENT

Written by Mr. Lukas

Blending Math and Art in an Exploration of Prime Numbers for Grade 6 Students

This year, our Grade 6 Additional Maths students embarked on a unique journey, combining their mathematical and artistic talents in an engaging summative project. As part of their study of prime numbers, highest common factors (HCF), and lowest common multiples (LCM), they were challenged to design boxes showcasing beautifully crafted factor trees. These trees illustrated how different numbers break down into their prime factors, allowing students to visualize the concept of factorization in a creative and colourful way.

In addition to their factorization boxes, students also designed imaginative "prime monsters." These monsters represented combinations of different prime numbers, blending mathematical concepts with art to make learning fun and memorable. This activity encouraged students to think outside the box, turning numbers into playful creatures while reinforcing their understanding of primes and composite numbers.

The summative project will be assessed according to Criterion B and D, focusing on students' ability to recognise patterns within mathematical problems and convey their mathematical ideas using correct symbols and notations, as well as their problem-solving skills related to numbers, primes, LCM, and HCF. By blending art and maths, students are not only strengthening their mathematical communication but also deepening their understanding of key concepts, ensuring a well-rounded and engaging learning experience.

Math Club

Written by Mr. Adilet

It has been a month since our Math Club meetings kicked off, and students from Grades 6 to 9 continue to be inspired by intriguing new challenges as they prepare for upcoming competitions. Under the guidance of Grade 12 students Jaeyi and Ayden, along with Grade 11's Audric, all of whom are decorated with numerous awards from various maths competitions, our club members are exploring different areas of mathematics. These sessions are not just about problem-solving but also include fun and engaging puzzles that keep the energy high.

If you haven’t joined yet, encourage them to stop by the Math Club! We meet every Monday at lunchtime, there's always room for new members.

CHINESE DEPARTMENT

Written by Mr. Xia 

In the G8 Chinese class, the students made lotus lanterns with great enthusiasm to celebrate the traditional Chinese festival, the Mid-Autumn Festival. The teachers first introduced the traditional customs of the Mid-Autumn Festival and the symbolic meaning of lotus lanterns, which symbolize purity, beauty, and reunion. Then, the teachers demonstrated the steps for making lotus lanterns. In practice, students not only exercised their crafting skills but also experienced the charm of traditional Chinese culture. The entire production process was filled with laughter and joy, allowing everyone to experience the unique charm of traditional Chinese culture and the warm atmosphere of the festival during the crafting process.

INDONESIAN DEPARTMENT

Written by Mr. Ahmad

As part of their IB Internal Oral Presentation (IOP) preparation, Grade 12 Indonesian B students have been delivering presentations on Indonesian culture. They explored the concept of culture, focusing on Indonesia's traditions, values, and practices. The students showcased elements such as batik, wayang kulit, regional dishes, and modern cultural expressions like indie music and film.

A crucial requirement of the IOP is that students must deliver their presentations and follow-up discussions within 12 to 15 minutes spontaneously, without reading from a script and using only brief notes. This promotes natural and fluent speaking, encouraging students to think on their feet and articulate their ideas clearly. The skill of presenting spontaneously is essential for boosting their confidence and language abilities.

Beyond merely showcasing cultural aspects, the students also emphasised the importance of preserving Indonesia’s cultural heritage. They discussed the threats of globalisation and ways to keep traditions alive, such as promoting local crafts through digital platforms. This exercise has not only honed their communication skills but has also deepened their understanding of Indonesian culture, effectively preparing them for their IOP.

INDIVIDUALS & SOCIETIES DEPARTMENT

Written by Mr. Greg

Grade 6 has recently been making presentations on various actions they can take to become better global citizens. This includes becoming much more aware of issues surrounding climate change, human rights, fairness, and equality. The students delved deeply into what they can do personally to make a small impact on the world. They then gave presentations in an effort to promote the actions they believe in, encouraging their classmates to follow in their footsteps. In addition to their presentations, they also completed an assessment answering questions on an article about young environmentalists. They have certainly been busy over the last two weeks.

Grade 10 Global Perspectives recently debated various topics related to law and criminality. This included topics such as capital punishment, drug legalisation, gun control, and war crimes. Most of the class delivered passionate arguments for their respective positions, and in several cases, it was difficult to determine a winner. It should also be noted that Viktoria, Erika, and Ernesto have returned from the WSC competition in Bangkok, where they had to put their own debate skills to the test.

More recently, the class has been working on research papers on the topic of education in an effort to determine whether certain educational systems in specific countries are more effective than others. This paper will count as one of their assessments.

MUSIC

Written by Mr. Freddy

In Term 1, our MYP Music students participated in a unique project that combined music and Chinese language learning for the Mid-Autumn Festival Assembly. Collaborating with Chinese language teachers, students worked on perfecting their pronunciation and intonation, deepening their understanding of Chinese culture while enhancing their articulation in music. This cross-disciplinary project aligned with our school’s values of embracing Asian culture and traditions, highlighting the international significance of the Mid-Autumn Festival, which is celebrated not just in China but also in other Asian countries, including Korea.

The MYP 1 (Grade 6) ensemble performed a mini Chinese ensemble with instruments such as the hulusi, gu zheng, violin, and keyboard, presenting a medley of "Mo Li Hua" and "Wen Bie," reflecting themes of love and farewell. Meanwhile, the MYP 2 (Grade 7) students took on a more challenging piece, "Guo Feng Shao Nian," which required advanced vocal and instrumental skills, combining instruments such as the er hu, gu zheng, percussion, and Chinese drums. Their performance was enhanced with choreography and traditional costumes, showcasing harmony, coordination, and the integration of rap elements, making it both modern and authentic. This event was a cross-level and cross-subject collaboration, as upper elementary students from Grades 3 to 5 joined in, creating a vibrant cultural celebration.

The entire school community gathered at the Peace Park Amphitheatre to experience this musical presentation, complete with traditional Chinese dance and authentic desserts, making it a true celebration of Mid-Autumn traditions. Overall, this project not only strengthened the students' musicality and confidence but also developed their understanding of teamwork, discipline, and cultural appreciation. It was a unique learning journey that allowed them to grow in both musical and cultural knowledge while showcasing the beauty and values of the Mid-Autumn Festival.

VISUAL ARTS

Written by Ms. Jeanie

Students have been working hard in Visual Arts classes this term. Grade 7 students learned about Chuck Close and his art-making process of using the grid method to create features with abstract shapes and simplified values. They practiced measuring skills by creating a grid, then learned to use the grid to draw facial features. They then recreated these features using simplified shapes and patterns, following planned colour schemes.

Colour mixing was the focus of Grade 8 students' work, where they learned to create new colours using tints, shades, and complementary colours. Students began practising with coloured pencils and then demonstrated their knowledge by creating a painting using their choice of media, inspired by a chosen Google Earth photo.

Grade 11 Visual Arts students learned to brainstorm ideas using the Sustainability Compass, plan artworks that communicate a chosen idea, and document the planning, process, and refinement in Google Slides as part of the Process Portfolio assessment. They practised and used linear perspective and water colour to demonstrate their skills and bring a sense of place to their artworks. Students completed their artworks using water colour paint.

UGC

Written by Mr. Stan

Upcoming fairs and Uni Visits:

SWA University Fair 2 October at 1:30 - 4:00 pm

Universities from all around the world (Canada, UK, USA, Australia, Switzerland, Hong Kong and more!)  will gather at SWA to give students and parents the opportunity to find out more information directly from them.

Final list of participants and more detailed information will be emailed to parents shortly!

Times Higher Education Uni Fair 17 October at 8:00 am

20 universities from around the world will visit SWA as part of the South East Asia tour.

Study in Canada Fair 27 October at 1:00 - 6:00 pm at Shangri-La

See poster below for more information.

General Uni Application deadlines to note:

PSAT Testing for Grade 10 and 11

SWA students in Grades 10 and 11 will be able to take the College Board's PSAT/NMSQT (Preliminary Scholastic Aptitude Test and National Merit Scholarship Qualifying Test) on 22 October 2024 The PSAT constitutes an important part of the student’s path towards successful university applications and admissions in Grade 12 and we therefore strongly recommend that students take the test. Taking the PSAT is important for your child for the following reasons:

• A preliminary “dress rehearsal” of the SAT, this allows students to be exposed to the SAT in a low-risk way as the scores of the PSAT are not seen by colleges and universities. Students take the exam the same way they would the SAT, therefore getting a taste of testing conditions

• The PSAT predicts/projects what the student's SAT score range is likely to be, allowing the student and UGC to use this predicted score in planning for the best university paths/options for the student

• The PSAT score can help students decide whether they should take the SAT in the future, or look for other options, at a much lower cost than the actual SAT

• The PSAT score report provides the UGC, parents, and students with real data to use in the first individual College Action plan meetings in Grade 11

• Access to free, personalised SAT Practice through Khan Academy®. If students link their CollegeBoard and Khan Academy accounts, they will get free, personalised SAT practice recommendations based on their actual performance on the PSAT/NMSQT

• Identifies skills for improvement. The score report gives students comprehensive feedback on their test performance, allowing them to see which questions they answered incorrectly and which academic skills they should focus on

• Provides online college and career planning tools to spark college-going aspirations and introduce students to opportunities available after high school

Date: 22 October 2024 at 8:00 am

Grade 8 SDS Holland Assessment 

Date: 30 September 2024

This vocational assessment helps student explore their future career pathways and then select their BEST pathway at SWA, informing their subject choices for IGCSE.

Grade 10 MBTI  

Date: 24 October 2024

The Myers Briggs Type Indicator is a powerful personality assessment that helps students further hone in on their future career choices in time for their IBDP Subject Choices.