MSHS NEWS

MSHS

MYP UPDATE

Written by Mr. Haoken

Semester 2 Examinations – Grades 6–9 (IB MYP)

Dear Parents and Guardians,

As we approach the end of the academic year, we would like to share key information regarding the Semester 2 Examinations for students in Grades 6–9, which are part of our IB Middle Years Programme (MYP).

These assessments will cover learning from Term 3 and Term 4 and are aligned with the IB MYP’s emphasis on criteria-based assessment, which focuses on subject-specific objectives and skill development.

Key Dates:

• Revision Week: Monday, 19 May 2025 – Friday, 23 May 2025
  No new content or assessments will be introduced. This time is reserved for reviewing essential concepts and preparing for exams.

• Exam Week: Monday, 26 May 2025 – Tuesday, 3 June 2025
  Students will complete formal, in-class written exams across a range of subjects. These assessments will be evaluated using the MYP assessment criteria (A–D), which reflect a broad range of academic skills and conceptual understanding.
  
  

The exam timetable has been shared with students on ManageBac. You can view it using this link.

We appreciate your continued support in encouraging effective study habits, time management, and student well-being during this important time.

DP UPDATE

Written by Mr. Haoken

Upcoming Grade 11 Semester 2 Examinations – Important Information for Parents and Guardians

Dear Grade 11 Parents and Guardians,

As we approach the final stretch of the academic year, I would like to take a moment to provide you with key information regarding the Semester 2 Examinations for our Grade 11 IB Diploma Programme students.

The upcoming assessments are designed to cover the full Grade 11 curriculum, serving as an essential checkpoint in each student’s academic journey as they prepare to enter their final year of the IB Diploma Programme. These exams are an opportunity for students to consolidate their learning, reflect on their progress, and identify areas for further growth.

Here are the important dates to note:

• Revision Week: Monday, 19 May 2025 – Friday, 23 May 2025
  During this week, students will focus solely on reviewing previously covered content. No new material or internal assessments will be introduced, allowing dedicated time for reflection and preparation.

• Exam Week: Monday, 26 May – Tuesday, 3 June 2025
  Examinations will be conducted across various subjects during this period. These will take place under formal conditions and contribute to school reporting.

The semester 2 exam timetable has been shared with students and is also available on ManageBac. You can view it using this link.

Please be assured that all logistical preparations are in place to ensure a smooth examination experience for all students.

IB DP May Examination Update: A Smooth Journey Towards Completion

Dear Grade 12 Parents and Guardians,

We are now well into the IB Diploma Programme (DP) May 2025 Examination session, which runs from Monday, 28 April 2025, to Wednesday, 21 May 2025. I am pleased to share that everything has gone smoothly so far, and we are grateful for your continued support in helping our students approach this important academic milestone with focus and confidence.

Only a few subject exams remain, and you can find the updated schedule here. Our students have shown admirable dedication and resilience throughout this rigorous period.

IBDP learners are required to take a minimum of 6 courses, one from each of the following subject groups:

1. Studies in Language and Literature

2. Language Acquisition (a second language, studied at beginner or intermediate level)

3. Individuals and Societies (e.g., Business Management, Economics)

4. Sciences (e.g., Biology, Chemistry, Physics, ESS)

5. Mathematics (Applications & Interpretation HL/SL or Analysis & Approaches SL)

6. The Arts (e.g., Visual Arts) – optional; students may opt for an additional subject from groups 1–5 instead.

Each course is offered at two levels:

• Higher Level (HL) – deeper content and greater intensity

• Standard Level (SL) – more moderate depth and scope

Students must take at least 3 courses at HL and the remaining at SL. HL and SL share the same grade descriptors, but HL requires a demonstration of knowledge across a broader scope.

The Core of the Diploma Programme

In addition to the six academic courses, students must complete three core components that reflect the IBDP’s holistic approach:

• Theory of Knowledge (TOK)
  Explores the nature of knowledge through reflection, a 1600-word essay, and an exhibition.

• Extended Essay (EE)
  A 4,000-word independent research paper on a topic related to one of the student’s chosen subjects.

• Creativity, Activity, Service (CAS)

Requires students to engage in meaningful experiences across the three strands—creative pursuits, physical activity, and service projects. A final CAS portfolio is submitted for authentication.

IBDP Marks System

• Each of the 6 academic subjects is graded on a scale of 1 to 7, with 7 being the highest.

• The maximum possible score from these courses is 42 points.

• Up to 3 bonus points are awarded for performance in TOK and the EE, bringing the maximum total score to 45 points.

Assessment in the IBDP

Students are assessed through a combination of internal and external assessments:

External Assessments (Written Exams)

Conducted at the end of the programme, these account for the majority of final grades and include:

• Essay questions

• Structured problems

• Short-response and data-response questions

• Text-response and case-study questions

Internal Assessments (IA)

Marked by teachers and moderated by the IB, these reflect ongoing coursework and include:

• Investigations in Mathematics

• Scientific lab work

• Oral presentations in languages

• Geography fieldwork

• Artistic performances
  
  

As we enter the final stretch of the examination period, we wish our students continued strength and focus. Thank you once again for being such an integral part of their journey. Your encouragement and support at home make a real difference.

ENGLISH DEPARTMENT

Written by Mr. Greg

Recently, Grade 6 students finished their listening and speaking assessments. Some of the students found this quite stressful, as they were required to summarise a short story which was read to them out loud. Prioritising which features of a text to include in a summary as well as putting it in their own words still proves to be a challenge for many of them despite being impressive speakers.

They also recently completed writing short stories about peace and compassion for Students Rebuild, a charitable organisation that is currently looking for youth to participate in their Spark Peace Project to raise money for various charitable causes. The students were quite creative, as the task was quite open, and really made a concerted effort to create something meaningful.

At the moment, students are doing various reading and writing exercises in preparation for their semester exams. It is clear that most of the students have become more self-disciplined, as they are starting to focus more on their academic tasks and chat less during sessions. They have matured nicely and will soon be ready for Grade 7.

SCIENCE DEPARTMENT

Written by Mr. Rahul

Grade 9 Physics (MYP-4) students recently took part in a unique and engaging activity titled "Knowing the Unknown", designed to mirror the logic behind Ernest Rutherford’s groundbreaking gold foil experiment.

The challenge was simple in setup but rich in scientific thinking. Students were presented with a concealed shape hidden beneath a flat board. Without lifting or looking under the board, their goal was to figure out what the hidden object looked like. To do this, they rolled marbles toward the covered area and observed how the marbles deflected. Based on these deflections, students had to infer the size, shape, and even the position of the object below — just as Rutherford once used scattered alpha particles to conclude that atoms have a small, dense nucleus.

This hands-on experiment was more than just a fun mystery to solve. It pushed students to think like real physicists — forming hypotheses, conducting tests, collecting data, and refining their models based on evidence. Each group was assessed using the MYP Science Criteria, with a strong emphasis on their ability to design an effective investigation, interpret patterns in the data, and reflect critically on the reliability and limitations of their conclusions.

The activity encouraged collaborative problem-solving, promoted curiosity, and deepened students’ understanding of how scientific models are built — not through direct observation, but by interpreting the effects objects have on their surroundings. It served as a creative and memorable way to connect historical scientific breakthroughs to the skills students are developing today.

In the end, students walked away not only with a better understanding of atomic structure but also with a stronger appreciation for how science often uncovers the truth — by exploring the invisible.

All Eyes on the Lab: Total Focus Mode Activated

Written by Mr. Billy

When it comes to lab work, things get real very quickly. Just take a look at the photo. Every student is locked in, fully focused, and clearly in the zone. No distractions, no side chats and just pure concentration. It is clear that lab time is not just about following steps; it is about thinking, experimenting, and giving it your all.

What is great is how naturally everyone is using their Approaches to Learning (ATL) skills without even thinking about it. Whether it is working together, managing time, or thinking critically about results, this kind of hands-on learning brings those skills to life in a fun and meaningful way. You can really see the learning in action.

At the end of the day, this moment shows that when students are excited and engaged, they shine. Lab work may be serious business, but it is also a chance to explore, experiment, and enjoy learning in a way that feels real and rewarding.

CHINESE DEPARTMENT

Written by Xia Laoshi

The G9 CLL class organised an oral presentation activity with the theme of "The impact of participating in extracurricular activities on academic performance". Each student independently prepared and delivered a 3-5 minute speech to share their views. Some students believe that moderate participation is conducive to all-round development, such as cultivating leadership and relieving stress. Others reminded that excessive participation may affect academic performance and suggested strengthening time management. Participants effectively used the structure of argumentative essays, including stating arguments, providing evidence, and conducting analysis. The teacher provided personalised feedback and especially recognised the students' progress in logical reasoning and language expression. This activity not only improved students' public speaking skills but also deepened their understanding of argumentative writing skills.

INDONESIAN DEPARTMENT

Written by Ms. Yulia

Deep Talk with Literature

Grade 11 Indonesian Language and Literature students are currently engaging with a novel by Oka Rusmini titled Tarian Bumi (The Dancing Earth). This literary work, which explores the complexity of the caste system in Balinese society, presents a significant challenge due to the intricate social issues faced by numerous characters throughout the narrative. To deepen students’ understanding of the functions of literary elements and to help students interpret the author's intentions and messages for contemporary readers, beyond simply following the storyline, students are guided through a variety of scaffolded learning activities. These include group discussions, teacher-student dialogues, and creative oral tasks.

One activity involves an oral role-play in the format of a talk show, in which students take on the roles of the author and specific characters from the novel. This exercise allows students to investigate the author’s intentions by analysing her characters in the novel, supported by textual evidence from the novel.

Through this process, students develop the ability to express their thoughts clearly, precisely, and effectively in spoken form. They also gain valuable insights by observing how their peers communicate their interpretations, leading to meaningful reflection on their own strengths and areas for improvement in both thinking and communication.

MUSIC

Written by Mr. Freddy

This term, the Grade 6 Music class has been immersed in the rich soundscapes of Asian pentatonic music, focusing on traditional styles from Indonesia and Japan. Students worked in groups to investigate the unique characteristics of each culture's pentatonic scale, exploring their musical structures, instruments, and what makes their sound so distinctive. Through thoughtful comparisons, they uncovered both the similarities and differences between these musical traditions, highlighting music as a powerful form of cultural identity.

As part of their project, students collaborated to create original compositions or arrangements using either the Indonesian or Japanese pentatonic scale or a fusion of both. Some groups even experimented by reimagining existing songs with a pentatonic twist, showcasing their creativity and understanding of these traditional forms.

In celebration of Kartini Day, Grade 6 also presented a special cross-subject collaborative performance with Civics and Indonesian Studies. They performed an Indonesian song, "Cinta Kan Membawamu", using a unique ensemble of hulusi and violin. The performance served as a musical interpretation of R.A. Kartini’s legacy, honouring her fight for equal education and gender equality in Indonesia. You can check their video performance in the MSHS Kartini Celebration part.

VISUAL ARTS

Written by Ms. Jeanie 

Grade 7 Visual Art students are learning to colour mix with a variety of media by re-creating a Georgia O'Keeffe flower painting. They started by analysing their chosen painting, planning the artwork by deciding which colours to start with and sketching the flower. Students then did purposeful practice using oil pastels, soft pastels, coloured pencils, acrylic paint and watercolour paint. What students are finding challenging is mixing the same blue or pink with different media because a blue or pink in acrylic paint is different from a blue or red in oil pastel or watercolour paint. To get the correct colours, students must practice adding complementary or other colours to get the correct colour before adding to their final artwork.

UGC

UNIVERSITY ACCEPTANCES

We wish to congratulate all of our students on their acceptances so far and wish them all the best as they continue to apply to other universities. Acceptances to some universities in other countries may be received as late as July. This acceptance list will be updated as they come in.