The programme empowers students to inquire into a wide range of issues and ideas of significance locally, nationally and globally. The result is young people who are creative, critical and reflective thinkers.

The MYP curriculum framework comprises eight subject groups, providing a broad and balanced education for early adolescents. The eight subject groups are:

Language acquisition  (Bahasa Indonesia) 

Language and literature.

Individuals and societies

Sciences

Mathematics

Arts. (Music and Visual Arts) 

Physical and health education

Design

The MYP requires at least 50 hours of teaching time for each subject group, in each year of the programme. In the final two years of the programme, carefully-defined subject group flexibility allows students to meet local requirements and personal learning goals.  Each year, students in the MYP also engage in at least one collaboratively planned interdisciplinary unit that involves at least two subject groups.

Please note that MYP is a framework, while the content of teaching can be derived from any curriculum applied in a country.  So, MYP is very suitable with Indonesian National Curriculum as well as the students preparation for the national examination.

Global Contexts

Using global contexts, MYP students develop an understanding of their common humanity and shared guardianship of the planet through developmentally appropriate explorations. The six MYP Global Contexts are described as follows:

Identities and relationships

Who we are: an inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human.

Orientation in space and time

Where we are in place and time: an inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between, and the interconnectedness of, individuals and civilizations, from local and global perspectives.

Personal and cultural expression

How we express ourselves: an inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Scientific and technical innovation

How the world works: an inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

Globalization and sustainability

How we organize ourselves: an inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

Fairness and development

Sharing the planet: an inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Approaches to learning (ATL)?

• ATL are deliberate strategies, skills and attitudes that permeate the teaching and learning environment.

• ATL supports the IB belief that a large influence on a student’s education is not only what you learn but also how you learn.

• ATL are intrinsically linked with the IB learner profile attributes to enhance student learning and assist student preparation for life after high school.  

Approaches to Learning (5 elements) 

1. Thinking skills

   • critical thinking

   • creativity and innovation

   • transfer

2. Communication skills

3. Social skills

4. Self-management skills

   • organisation

   • affective

   • reflection

5. Research skills

   • information literacy

   • media literacy

© Copyright - Sekolah Buin Batu

The Personal Project is a culminating MYP project that students complete during their 10th grade year under the supervision of a SBB Personal projects coordinator. 

Personal Project Aims

• 1. For students to participate in a sustained, self-directed inquiry within a global context

  2. For students to generate creative new insights and develop deeper understandings of personal own interests

  3. For students to demonstrate the skills, attitude, and knowledge required to complete a project over a long period of time

  4. For students to communicate effectively in a variety of situations by sharing new understandings with peers, teachers, and families

  5. For students to demonstrate responsible action by journaling and regularly reflecting about how learning impacts attitudes and behaviors

  6. For students to appreciate the process of learning and take pride in personal accomplishments

• Personal Project Showcase
  
  Students present their Personal Projects at a school-wide Showcase. The Showcase is generally held during term 3.
  What do students submit as their Personal Project?
  A student’s personal project consists of three components:
  
  

Personal project component

How it is assessed

❶ Product/Outcome

Evidence in the Report

❷ Process Journal

A selection of extracts in appendices of the Report

❸ Report

The content of the Report assessed by Criterion A-D

• 
  
  ❶The Product/Outcome
  The Product/Outcome might be an original work of art, a model, a business plan, a campaign, a blueprint, an essay, a course of study, a debate, a film, a video, or some other work.
  ❷The Process Journal
  Students are responsible for maintaining a process journal to document the choices made and to evaluate why choices were made.  The process journal records the progress throughout the project. The journal entries can be written, visual, audio, or a combination including both paper and electronic formats.
  
  

What it is?

What it is not?

Used throughout the project to document its development

Used on a daily basis (unless this is useful for the student)

An evolving record of intents, processes, accomplishments

Written up after the process has been completed

A place to record initial thoughts and developments, brainstorming, possible lines of inquiry and further questions raised

Additional work on top of the project; it is a part of and supports the project

A place for recording interactions with sources: teachers, supervisors, outside contributors

A diary with detailed writing about what was done

A place to record selected, annotated and/or edited research and/or to maintain a bibliography

A static document with only one format

A place for storing useful information: quotations, pictures, ideas, photographs

Used on a daily basis (unless this is useful for the student)

A means for exploring ideas and solutions

  A place for evaluating work completed

  A place for reflecting on learning

  A record of reflections and formative feedback received

 

❸The Report
The report is a spoken or written account of something observed, heard, done or investigated.  The report demonstrates student engagement with the personal project and summarize the experiences and skills recorded in the process journal.

Personal Project Assessment

The Personal Project report (and not the product) is assessed by the student's Supervisor along with a group of SBB teachers using IB Rubrics Criterion A-D. The maximum score achieved is 24 points.

Criterion A: Investigating, 8 points
Students should:

• 1. Define a clear goal and context for the project, based on personal interests

  2. Identify prior learning skills and subject specific knowledge relevant to the project

  3. Demonstrate research skills

Criterion B: Planning, 8 points
Students should:

• 4. Develop criteria for the product/outcome

  5. Plan and record the development process of the project

  6. Demonstrate self-management skills

Criterion C: Taking Action, 8 points
Students should:

• 7. Create a product/outcome in response to the goal, context, and criteria

  8. Demonstrate thinking skills

  9. Demonstrate communication and social skills

Criterion D: Reflecting, 8 points
Students should:

• 10. Evaluate the quality of the product/outcome against their criteria

  11. Reflect on how completing the project has extended their knowledge and understanding of the topic and of the global context

  12. Reflect on your own development as an IB learner

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Approaches to learning (ATL)

• ATL are deliberate strategies, skills and attitudes that permeate the teaching and learning environment.

• ATL supports the IB belief that a large influence on a student’s education is not only what you learn but also how you learn.

• ATL are intrinsically linked with the IB learner profile attributes to enhance student learning and assist student preparation for life after high school.  

• Approaches to Learning (5 elements) 

1. Thinking skills

   • critical thinking

   • creativity and innovation

   • transfer

2. Communication skills

3. Social skills

4. Self-management skills

   • organisation

   • affective

   • reflection

5. Research skills

   • information literacy

   • media literacy

© Copyright - Sekolah Buin Batu

We are excited to announce that our Middle and High school students will have the opportunity to participate in the "Week Without Walls" program as part of their yearly experiences.  This program is designed to provide students with a unique learning experience outside of the traditional classroom setting, allowing them to develop new skills, gain valuable life experience, and broaden their perspective on the world around them.

The "Week Without Walls" program will take place over a one-week period, during 4th term. Students will travel to various locations to engage in a variety of activities and learning experiences. These experiences may include outdoor adventure activities, cultural immersion, service learning, and much more. Our goal is to provide our students with a diverse and well-rounded experience that will enhance their personal and academic growth.

We understand that this may be a new experience for some of our students and families, and we want to assure you that safety is our top priority. We will be working closely with our partner organizations to ensure that all activities are planned and executed in a safe and responsible manner. We will also provide students with guidance prior to their departure on safety matters pertaining to their trip.

We believe that the "Week Without Walls" program will be an incredible opportunity for our students to expand their horizons and gain valuable experiences that will benefit them in their future academic and personal pursuits. We strongly encourage all eligible students to take part in this program.

The 2022-23 locations provide a good guide as to the types of trips available to students:

• Year  6 Mataram / Lombok 

• Year  7 Bali

• Year  8 Malang, East Java

• Year  9 Singapore / Malaysia 

• Year  10 Singapore

• Year  11 Bali 

• Year  12 Not applicable - exam time