MSHS NEWS

MSHS

MYP UPDATE
Written by Mr. Daniele

What an exciting and inspiring experience it has been for our students at the World Scholar’s Cup, where curiosity runs high, ideas run deep, and yes, the alpaca makes a memorable appearance! This dynamic programme, centred on writing, debating, and the Scholar’s Challenge, provided a vibrant platform for students to showcase their knowledge, creativity, and intellectual curiosity.

Throughout the competition, our students engaged with enthusiasm and flair—crafting thoughtful arguments, collaborating with peers, and thinking critically across a wide range of topics (some delightfully unexpected!). The energy, confidence, and teamwork on display were truly impressive.

We are especially thrilled to celebrate the many achievements and milestones reached along the way. From well-earned medals to personal breakthroughs, our students embraced every challenge with determination—and perhaps a little alpaca-inspired spirit.

Congratulations to all participants for representing our school with such pride. We look forward to seeing this momentum continue!

IBDP UPDATE

Written by Dr. Haoken

Grade 12 parents / guardians,

As we move into the final and very important phase of the Diploma Programme journey for our Grade 12 students, I would like to share the key upcoming dates and events for May 2026. This is a significant milestone for our students, and we are proud of the resilience, commitment, and growth they have shown throughout their DP experience.

Please find the important dates below:

IB DP Official May 2026 Examinations: 27 April – 20 May 2026
During this period, students will complete their final external assessments. We kindly encourage families to continue supporting students with steady routines, sufficient rest, encouragement, and a calm environment at home.

Graduation Rehearsals: 21, 22, 25, 26, and 28 May 2026
These rehearsals are important to ensure that the graduation ceremony runs smoothly and that students are well prepared for this memorable occasion.

DP2 Lock-In: 22 May 2026 (after 1:00 PM) – 23 May 2026 (12:00 noon)
Following the examination period, we will hold the DP2 Lock-In. This special event is designed as a meaningful opportunity for students to reconnect, celebrate the completion of their examinations, and enjoy time together as a cohort before graduation.

Planned activities include:

• Cooking with DP teachers
  (students will handle ingredient shopping.)

• Sports and games

• Movie night

• University life workshop

Graduation Ceremony: 29 May 2026
This will be a very special occasion for students, families, and staff as we celebrate the successful completion of the Diploma Programme and honour the achievements of the Class of 2026.

May will be a month filled with challenge, reflection, celebration, and transition. Thank you for your continued partnership and support throughout your child’s DP journey. It has been a privilege to work alongside our students and families, and we look forward to celebrating these final milestones together.

Grade 11 parents / guardians,

As we approach the final term of DP1, I would like to share several important academic dates and milestones for our Grade 11 students. This is a very significant stage in the Diploma Programme, as it helps lay the foundation for a strong start to DP2 and, for many students, will also contribute meaningfully to their university application journey.

The Grade 11 Semester 2 examinations will cover the full Grade 11 curriculum. Students should therefore use this term wisely to consolidate understanding across all subjects and to prepare carefully for end-of-year assessment.

The timeline is as follows:

Revision Week: 19–25 May 2026
Exam Week: 26 May–4 June 2026

These Semester 2 examination results are especially important. For students who may apply to universities through Early Decision or Early Action, Grade 11 performance plays a very important role in informing predicted grades and the overall strength of the application profile. Strong, consistent achievement at this stage can make a meaningful difference.

In addition to the examination period, students will also complete two important core DP experiences in June:

TOK Exhibition: 15 June 2026
DP Science Collaborative Project: 18 June 2026

These are valuable learning opportunities that allow students to demonstrate inquiry, reflection, collaboration, and communication in authentic and meaningful ways.

Students have also now started their Extended Essay (EE). It is expected that they continue making steady progress and work towards completing a strong draft by the summer break. Finishing substantial EE work before the break is very important, as it reduces pressure in DP2 and allows students to return with a much stronger academic position.

This final term of DP1 is therefore both demanding and important. It is a period that calls for careful planning, disciplined study habits, and a balanced routine. Your support at home in helping students manage their time, maintain wellbeing, and stay focused will be greatly appreciated.

ENGLISH DEPARTMENT

Written by Mr. Leo

EAL Students Showcase Learning Through Creative Videos

EAL students recently demonstrated their learning through engaging and practical video projects. Grade 6 students Varvara, Dian, Mikael, and Aryan worked collaboratively to create a clear and informative video on how to make French toast. They confidently explained the ingredients, steps, and process, showing good teamwork and communication skills.

Meanwhile, Grade 8 students focused on sports. Taeseong presented a detailed guide on boxing, Azzam demonstrated how to play basketball, and Yirong explained the basics of football. Each student showed strong confidence in speaking and used clear instructions to guide their audience.

These projects allowed students to apply their language skills in meaningful contexts. Overall, the activity encouraged creativity, collaboration, and real-life communication, making learning both enjoyable and purposeful.

SCIENCE DEPARTMENT

Written by Mr. Wei

During this hands-on Human Physiology practical, Grade 11 students investigated how exercise affects the cardiovascular system by measuring blood pressure, heart rate, and electrocardiogram (EKG) readings at rest and immediately after two minutes of jumping jacks. Using real laboratory equipment, students observed how physical activity changes body responses in real time and linked these observations to concepts in gas exchange and transport. Beyond collecting physiological data, the activity also strengthened students’ understanding of scientific investigation design. They reflected on how to identify independent variables, maintain controlled variables, and recognise how uncontrolled factors — such as fitness level, stress, or measurement timing — could influence the reliability and validity of results. This practical provided an authentic experience of applying experimental skills, critical thinking, and data interpretation in human biology.

CHINESE DEPARTMENT

Written by Mr. Charles

In a recent Grade 7 Chinese lesson, students explored the theme of extracurricular activities with a special focus on volunteering. Using a narrative text about helping at a nursing home, they learned key vocabulary and expressions related to service and community work.

During the lesson, students worked collaboratively, reading and discussing the text while building their language skills. The activity also connects directly to their upcoming visit to a nursing home as part of the MYP Service as Action programme. By linking classroom learning with real-life experiences, students are better prepared to communicate meaningfully while developing empathy and a sense of social responsibility.

INDONESIAN DEPARTMENT

Written by Mr. Laka

Developing Critical Thinkers: Indonesian Language And Literature IB DP Summative Assessment Preparation

Indonesian Language and Literature IB Diploma Programme students are currently engaged in meaningful preparation for their upcoming summative assessment. As part of this process, students are undertaking structured peer feedback sessions focused on Paper 1 analytical writing, specifically the analysis of non-literary texts in the form of infographics.

During these sessions, each student carefully reads a peer's analytical essay, completing a structured checklist and evaluating the overall organisation of the analysis. This collaborative process cultivates two essential IB Learner Profile attributes: reflective thinkers who critically examine their own and others' work and effective communicators who articulate ideas with clarity and purpose.

Through this activity, students simultaneously strengthen their Approaches to Learning (ATL) social skills, develop international-mindedness by engaging with diverse visual texts, and deepen their essential understanding that language is both a tool for analysis and meaningful human connection.

INDIVIDUALS & SOCIETIES DEPARTMENT

Written by Ms Natasha

In Term 4, Grade 9 Psychology is focused on prosocial behaviour. Psychology students are currently diving deep into the complexities of prosocial behaviour, moving far beyond the simple definition of "being kind". This unit challenges students to examine how prosocial behaviours are influenced by a diverse array of factors, including age, gender, cultural groups, personal beliefs, and biological reasons. By exploring these variables, students gain a nuanced perspective on why people help others and why that help manifests differently among individuals. Crucially, the curriculum bridges the gap between social action and biological science, highlighting that our altruistic tendencies are often rooted in the brain's architecture and the release of specific neurotransmitters like oxytocin and dopamine.

A core goal of the psychology programme is the practical application of classroom concepts to real-world scenarios, particularly through Service Action (SA) and CAS, in this prosocial behaviour unit. Students are expected to take their insights into empathy and apply them to community initiatives, proving that psychological literacy is a tool for social good. This unit also smoothly integrates previous learning; for instance, the connection between sleep and dreams and social conduct is essential. A healthy lifestyle, anchored by restorative sleep, ensures that the brain's prefrontal cortex (PFC) functions at its peak. This mental clarity is essential for emotional regulation by the amygdala and the execution of prosocial acts by the PFC, demonstrating that taking care of oneself is the first step toward effectively caring for others.

PHE DEPARTMENT
Written by Mr. Sean

In Term 4, the MYP Physical Education programme at SWA continues to offer a diverse and engaging set of learning experiences across all grade levels. Grade 6 students are participating in an integrated unit that combines swimming with their aesthetic movement routines, drawing on American dance, Chinese dance, and Tari Aceh. This approach allows students to explore creativity, cultural expression, and coordination while continuing to build water confidence and safety skills.

Students in Grades 7–9 are focusing on swimming, where they are setting personal goals and actively developing their freestyle and breaststroke techniques. Through ongoing practice, feedback, and reflection, students are making adjustments to their goals and training plans, emphasising progress, perseverance, and individual improvement in a supportive environment.

As our Grade 12 students prepare for their IBDP examinations, we wish them the very best in this important period. Stay focused, manage your time well, and remember to maintain balance by engaging in regular physical activity to support both your wellbeing and performance.

MUSIC

Written by Mr. Freddy

Scales are one of the most important parts of music because they give melodies colour, feeling, and identity. In the Asian Music Unit this term, Grade 6 students continued their pentatonic journey after learning Chinese and Korean scales. This time, they explored Indonesian and Japanese pentatonic scales. Even with small interval differences, students could hear clear contrasts. Many felt the Japanese scale sounded softer, darker, and more emotional, while the Indonesian scale felt brighter, warmer, and more open.

The Grade 6 students then used these sounds in their own original compositions through listening, experimenting, and creating. Working from scratch on Flat.io, they carefully wrote every note themselves on treble and bass staves, creating melodies, chords, and full arrangements. They combined layers of instruments and developed thoughtful musical ideas with creativity and care. Some students made progress beyond expectations, while others showed strong growth in confidence and musical understanding. A few students also added hand-drawn artwork and animation to match their music, making their projects personal and expressive for the audience.

VISUAL ARTS

Written by Ms. Jeanie

G11 IB Visual Arts Painting from Primary Source

An important part of art-making is working from primary sources, as our eyes perceive three-dimensional objects differently from a camera. In person, we see the true colours and subtle details that are often missed in a photograph. Details and textures are frequently flattened by a camera lens, which is not as complex as the human eye. Conversely, structure and form are more pronounced in real life, which is crucial for creating dynamic artwork. However, working this way takes practice—and it is this practice that helps students develop their own authentic style.

Artists practise by painting what they see in their studios or their immediate surroundings. These are often still-life objects, such as their lunch or fruit on a table. Our Year 11 students practised in class using flowers as a starting point. The goal was to focus on choosing colour and composition based on emotion rather than absolute reality, in the manner of Vincent van Gogh or Odilon Redon.

In this approach, backgrounds become suggestions rather than literal depictions. By using master artworks as inspiration, students are reminded that they do not have to render the flowers perfectly or paint exactly what they see; they are encouraged to reinterpret them into something new. The background becomes a continuation of an idea—not a reflection of reality. This method allows students to use artistic inspiration as a starting point for solving creative problems.

We focused on using expressive colours and triangular compositions when beginning the pieces, working outwards from the middle of the artwork. The primary focus remained the flowers: larger blooms in the foreground and smaller ones in the background. Stems were added after flowers completed, with the background last. Drawing from primary sources is a fantastic way to become familiar with a new medium—such as oil paint for one student—or a way to extend existing skills, as seen with another student’s use of watercolour.

UGC

Grade 11 marks a critical transition where students must shift from passive learners to active architects of their futures. Currently, Grade 11 students are immersed in comprehensive university research, a process designed to empower them as they navigate through global higher education options.

This research acts as a formal proposal for parents, facilitating grounded family discussions regarding academic goals and financial planning. By taking the lead now, students demonstrate the proactivity necessary for adulthood. Parents are encouraged to carve out dedicated time to review their child's research proposals. These discussions should move beyond "where to go" and explore the "why", addressing academic fit, cultural environment, and financial logistics. By opening this channel of communication, parents provide an important safety net while still respecting their child's autonomy. It is expected that the transition to university is supported by mutual understanding, turning a potentially stressful process into a bonding milestone.