SPH Lippo Village | JS Eagle Eye Volume 13 - October 2022

EAGLE EYE

Principal’s Message

Welcome to the school year of 2022 – 2023!

This year is special in that we were once again able to start the year in person. As a school, we embrace the return of our students on campus and the return of normal school activities. In this issue of Eagle Eye, you will see some evidence of these returns through the articles.

At the beginning of September, the whole school got together and celebrated the theme launch, “Arise, Shine!”. During the sermon, Mr. Brett reminded us that it is not us who will shine, but Christ shining so that we can be led out of the darkness. His sermon is based on Isaiah 60:1 - 3, “Arise, shine, for your light has come, and the glory of the Lord has risen upon you. For behold, darkness shall cover the earth, and thick darkness the peoples; but the Lord will arise upon you, and his glory will be seen upon you. And nations shall come to your light, and kings to the brightness of your rising.”

At the end of his sermon, he challenged all of us to reflect on three questions.

Where are you looking for your escape from the darkness?

· How is the Lord preparing you to shine in the darkness?

Ibu Yuniarti Setia Abdi Katu

How is the Lord already using you to shine in the darkness?

The school theme will continue to be unpacked with our students through devotions and chapels, Mission and Service Learning activities, and Assemblies.

Another exciting event for the Junior School community is the grand opening of our new Junior School Playground. On Thursday, 15 September, after months of construction and hard work, the playground is finally open. It is a welcomed event for everyone in the Junior School. All students, teachers, and some of our parents were there to celebrate with us. Since then, our students have continued to enjoy the playground.

We have had a great start to the year, and I pray that we continue to enjoy the rest of this year.

Playing with the Letter Pp

Our youngest learners in the school are also learning a lot of things. They learn new words every session, new sign language, new songs, new games, and new stories. During one specific learning week, we explored the letter Pp, played with playdough, had fun with a parachute, and made peacock and penguin crafts.

Exploring Different Concepts through Play

Pre-K students have been busy exploring and playing with different materials in class. The activities for our students were designed to provoke their curiosity, challenge their problem-solving skills and enhance their fine and gross motor skills. Learning in Pre-K is just synonymous with Play!

Sense Sational K 1!

Our K1 students are naturally curious about the world around them. Thankfully, this unit gives us abundant opportunities to explore and learn from our senses. Pictured are some sensational activities that we did in class. We made blue-lens binoculars and saw how it turned everything in our sight blue! The children also played hide and seek with their friends and teachers. To explore our sense of hearing, we played with instruments and guessed familiar sounds with our eyes closed. We were utterly amazed by how wonderful our ears are. Even without us realizing it, our ears constantly give us information about our surroundings. Finally, our teachers put up a sensory corner where we can feel different textures in the classroom. We tried feeling the surface with our hands, elbows, and toes! Isn’t it neat to see what our skin can do? We cannot wait for more sense-sational activities to come. Thank you, God, for our amazing senses! You truly are an amazing Creator.

by Ms. Sung Ji Choi

We Are

a Family

In term 1, K2 students explored and learned about families. K2 students have enjoyed taking turns sharing about their families. Each class created a poster that shows who lives in their house. During the Show and Tell, the students introduced their families and what they like to do with their families. They also practiced their communication skills by listening and asking questions to each other. Through various activities, K2 children realized that all families are different and unique. Some children have a big family. Some children have no siblings. Some children live with a dad. Some children live with grandparents. Some children like to travel with their families. Some children like to eat with their families. Our discussion led us to the conclusion that no matter of sizes, colors, and shapes, it is a family if we love each other.

This unit has helped the students to think about their family relationships and their responsibilities. God has given each of us a family so we can love and help each other. Thank you, God, for our family!

What’s gonna work? K3,

Rules, routines, teamwork, goal, responsible, being kind and helpful, independent!

These are the words the K3 children explored as we learned about our unit- How We Organize Ourselves following the central idea- Communities support each other in different ways.

We have been practicing following rules and routines since the first day of school. The K3 children had fun making our class agreement together. Through playing games, the children experience more about how to follow the rules, teamwork, and being kind and helpful. We played indoor and outdoor games, relay games and competitive games.

Being a responsible member is also important when working with a group. Different self-help skills were explored during our integrated activities with English and Math. The children showed how they could work independently while being helpful and responsible members of our class.

Who We Are

Grade 1’s first Unit of Inquiry explored the idea of who we are and how personal choices determine the quality of life. We inquired into what makes our body, spirit and mind healthy. In order to understand what this actually meant, guest speakers, such as Mr. Erik and Pak Rene, were invited to come and share with the Grade 1 students what it meant to be physically and spiritually healthy and the importance of doing both. Through Mr. Erik and Pak Rene’s presentation, the Grade 1 students learned that we are God’s image bearers. We are called to take part in the work that God does in this world, and our spiritual health is a part of our health and well–being.

Organize Ourselves How We

In Unit 1, the Grade 2 students explored the idea of how understanding perspectives helps improve relationships within communities. They learned about the concepts of people’s different perspectives, the challenges in relationships and the roles of conflict resolution.

For the past seven weeks, the students were exposed to the idea of relationships, conflicts, perspectives, conflict starters and stoppers through various simulations, activities and role plays presented by both teachers and students. These activities allow the students to understand and experience different people’s perspectives and how they can lead to conflict at times.

For summative assessment, the students worked in groups. Each group planned a skit about a conflict. They planned what characters were in the skit, how the conflict started and what props they needed. After finishing the plan, they practiced and then performed the skit in front of other groups and teachers. Following that, each student reflected on their group skit. They reflected on the conflict starter and how they could prevent the conflict.

by Miss Esther Bae

Who

We Are

Our third graders have been enjoying the time, learning about the importance of four needs a person requires to survive. There are physical, mental, emotional and spiritual needs. Students are learning that everyone requires all four needs; however, meeting them are different. The students interviewed people who are around them daily, asking them about how they meet their needs. Through the interview, the students learn that we all meet our four needs. However, they meet them differently. We might meet our physical need for water, but the way we meet them is different, through buying the water or getting them by the river.

In the same way, all of us meet our spiritual needs for God by praying, going to church, temple or even reading the Bible. We are learning that all needs are important in our lives; even though meeting them is different we all need them. It is the same way God provides and answers in His time for us. God nourishes and fills us with His love to rise and shine in His creation.

Mrs. Sara

“Do you not know that your bodies are temples of the Holy Spirit, who is in you, whom you have received from God? You are not your own; you were bought at a price. Therefore, honor God with your bodies.”

1 Corinthians 6:19-20

The Digestive System

so digestive system.

The Skeletal System

Our good friend Mr. Bones helped us to understand the importance of all the bones and why they all look so different. We learned about how our Creator was so purposeful in His design of our skeletal system. Our responsibility is to make sure to feed and exercise our bodies to grow strong bones while we are young.

The Circulatory System

We learned that our circulatory system is the highway for nutrients, gases, and waste through our body. We also learned that the heart has four chambers and why each of them is important.

The Respiratory System

Our study of the respiratory system focused more on our responsibility to make sure to stay active and keep our respiratory system healthy

The Muscular System

We learned how the muscle fibers slide across each other to contract our muscles. Exercise is super important for muscles to keep them healthy and strong.

BrainyFifth Graders

After a bit of introduction about how people learn differently a few days earlier, the fifth graders received a surprise in the Senior School's biology laboratory. Entering the lab, they were given a lab jacket to wear. On each lab table, there was something that they faintly recognized from pictures they may have seen earlier. A brain!

"Is this a human brain?" a student asked, making the teachers smile from ear to ear. Well, the students have a cow-brain dissection on that day! They learned different dissection tools and how to use them. Working together in small groups, the fifth graders dissected the cow brain to see and label parts of the brain. Enjoy some snapshots of their brainy time in the biology lab!

WhyHistory?

For the Where We Are in Place and Time unit, Grade 6 has been investigating ancient civilizations, from Sumer to China to Greece. They have become Knowledgeable by acquiring information from a variety of sources and taking detailed notes. They learned how to be better thinkers by analyzing how civilizations rise, fall, and change over time. It is all part of the central idea: Past civilizations have contributed to present-day societies.

For the first time in three years, we took a field trip to Museum Nasional to learn about ancient Indonesian history. Although it was tiring, the students enjoyed the experience of going on a trip together and gained a wealth of information from the fascinating artifacts on display. One student asked if we could have field trips once a month!

For their summative task, Grade 6 designed history magazines. This was an in-depth collaboration which stretched their interpersonal and media literacy skills. We plan to have the magazines printed when completed and donates copies to the Junior School library.

We also plan to share the magazines in the Grade 6 Seesaw blog. You will be invited to view the magazines and leave encouraging comments.

Knowing God’s plan in history helps us to shape the culture we live in by pointing others to Jesus Christ.

Grade 6 Seesaw Blog: https://app.seesaw.me/blog/sphlvgr6

Confident Communicators

"PYP students learn to communicate confidently and creatively in more than one language, and with awareness of the power of language to have an impact on others."

(International Baccalaureate, 2022)

Human beings have an innate need to communicate with others. To this instinctive human need to communicate, the development of language is fundamental. The attribute of "communicator" in the IB learner profile implicitly shows the PYP beliefs and values about language as well as the IB's approaches to learning. In an IB school, all teachers - including specialist teachers teaching Visual Arts, Music, PE - are language teachers, as all learning takes place through language. Through language, students express identity, develop international mindedness, become literate, become effective inquirers, and communicate.

Figure 1. IB Learner Profile

Adapted from Halliday 1985)

As an IB school, SPH is committed to multilingualism to affirm cultural identity and international-mindedness. Research shows that multilingual students have an improved capacity to think, talk and reflect on how languages work. Multilingualism has cognitive benefits relating to attention and focus, problem-solving thinking skills, and thinking about language. For this reason, PYP students learn at least one additional language from the age of seven. In the SPH-LV context, bahasa Indonesia and Mandarin are provided as options for the additional language.

As a learning community, SPH-LV has a unique linguistic and cultural profile. SPH Lippo Village students represent at least 15 different nationalities, with most students speaking more than one language at home. On these facts, SPH-LV has developed a school language policy to meet its individual needs.

The language of instruction for all teaching and learning at our school is English, except for language classes other than English.

English and Bahasa Indonesia, as well as other mother tongues representative of our school community, are to be supported through available resources.

Central to our students' language learning is the regular monitoring of their language needs, beginning during the process of admission, and a flexible approach to addressing these needs through teaching and learning plans, language support mechanisms, and resources.

All teachers are language teachers and will monitor and support language development in their content areas.

Our language teachers undertake pedagogical planning that makes use of students' prior understanding.

Our language teachers demonstrate commitment to nurturing language acquisition, literature appreciation, and using various assessment means for students and a broad range of communication skills.

Our language teachers are expected to reflect upon and use their ongoing assessment of students' language proficiency to identify differentiation strategies that best meet their students' needs.

Learners with specific language needs are provided with additional support as determined by their language teachers. This support is monitored for its effectiveness.

The school allocates appropriate and sufficient resources to support language teachers' professional development tailored to meet the school's needs.

The school is committed to the continuous development of its physical and virtual resources to facilitate language development and support the needs of all language programs.

The school recognizes formal academic written language, such as used for writing student reports and letters to parents, as a particularly important part of its language use.

(SPH-LV Language Policy, 2020)

Let’s

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• • • •

Figure 2. Language Learning

Language learning includes the development of home and family languages, languages of the school, additional languages, and literacy (IB, 2022). Schools provide students with multiple, authentic opportunities to learn language, learn about language and learn through language. Yet, language learning does not happen at schools only. Homes can provide fertile soil for planting the love for and appreciation of home and family language. Besides, the continued development of home and family language is crucial for cognitive and nourishing cultural identity.

To nourish the development of home and family languages, parents can provide language rich environment at home. Some ideas parents can do at home are listed below.

Have a home library with family language collections. Use family language at home. Enjoy stories, poems, and songs in the family language. Provide opportunities to use the family language in diverse ways, such as writing the names of family members, making a shopping list, labeling items in the kitchen or children’s rooms.

Display family language on different alphabet and number charts, posters, and labels.

“We have several ways of communicating –through written, spoken, or listening to words. It is the same way with God. He communicates to us through His Word, which is written in the Scriptures and realized through His Son, Jesus Christ. We read in John 1:1, "In the beginning was the Word, and the Word was with God, and the Word was God." Christ was God's perfect revelation of Himself in the flesh as the Living Word, both fully God and yet fully man, and sent to redeem all who believe in Him from their sin. The language of God is also communicated through prayer, His creation, other believers, and the Holy Spirit. “

(SPH-LV Language Policy, 2020)

May our young learners in the PYP grow as confident communicators, proclaiming the pre-eminence of Christ wherever they are.

Bibliography:

Primary Years Programme: Learning And Teaching. International Baccalaureate Organization, 2018. “2000 Language Policy.” SPH Lippo Village, Sept. 2020.