JUNIOR SCHOOL
EAGLE EYE S E K O L A H P E L I TA H A R A P A N
VOL.
12
JUNE 2022
Principal’s
Message Dear parents,
The day I wrote this message, Junior School just had our last but first in-person assembly for the year. After two years of online assemblies, we were all anticipating a great gathering. The grade 5 students confidently delivered on the expectation through songs, dances, and drama. Everyone was captivated by the performance, and many happily joined in with the action. Our last assembly was a wonderful way to celebrate the end of a very special academic year. It signifies the gradual return of normal school operations. Hallways were again filled with students heading to their classes. Playgrounds no longer sat empty. Group discussions, research work, and presentations livened up our classrooms. Pod areas brimmed with excitement as students prepare for gallery walks, chapels, and devotions. This issue of Eagle Eye will give you glimpses into how our school has slowly returned to normal operation. You will witness the tremendous growth of our students, made possible through in-person interaction.
Ibu Yuniarti Setia Abdi Katu
Admittedly, we still have some way to go before we can fully recover from the pandemic. With God's guidance and strength, we will continue to persevere as a community and ready ourselves for the coming academic year. I invite you to support us in this endeavor through prayers. God has been faithful to us, and I trust that He will continue to be in the future. Let me end by extending my gratitude to every parent and student for consistently supporting us through this academic year. Every one of you has been a blessing to this community. May this holiday be restful and fun for you and your family, and may you come back refreshed and ready for the new academic year. Sampai jumpa di tahun ajaran 2022 - 2023, God bless us all.
Pre-Kindy
by Ibu Patricia Hartono
c i t s a T n Fu Week
Our Pre-Kindy class is all about play, discovery, and exploration. Recently, we had a fantastic time exploring the sound of the letter F. Not only did we sing and learn about the form of the letter, but we also played with numerous things that start with the letter F. One of the things that we enjoyed is making colorful frogs hop in and out of boxes and trays. Little did we know we were working hard to strengthen our tactile skills and hand-eye coordination while playing. We also played with colorful connecting flowers in our class. We happily counted the flowers, sorted them according to their colors, and combined them to make other things, such as snakes, trains, sunglasses, and many more!
Additionally, our teachers invited us to a small science experiment to highlight our fun. We were able to discover if light things such as feathers could fly. We were given mini fans to blow some air onto a tray full of feathers. As a result, our colorful feathers, unlike the pompoms, flew off the ground! Finally, we also learned some ways to express our feelings. We observed how people make different faces or gestures to let others know how they feel. One thing we all agreed on was that this letter made us all feel excited! What a Fun-Tastic time we had.
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Kindy 1
by Mr. Ian Ramos
We work
! y a l p e w n e wh “It is a happy talent to know how to play” -R.W. Emersont
Our unit this term is all about “play” and mind you, this is not easy especially for 3-year-old children during a time of the pandemic. But because play is serious work for a child, our K1 children were able to play cooperatively most of the time. They have learned a lot of essential skills when we are playing together, in a small group, or just by themselves. We played a lot of games in the class. Some plays required the children to follow specific rules which taught them to share, take-turn, and regulate their behavior. That is why we played and played and played! Our K1 friends were also given a lot of opportunities for free and unstructured play which has given them the chance to enhance their creativity, imagination, fine and gross motor skills, communication, and social skills. May we never stop playing!
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Kindy 2
by Mr. Ian Ramos
The
! e e r T g n i Giv
Have you heard the song “The Coconut Song”? The K2 children enjoyed listening to and singing that song this term as we explored the idea that “we need plants to live”. The song tells us that the coconut tree and other trees and plants are blessings from God that gives us so many things like food and the different parts of the tree that we could use to make something. One of the highlights of the unit is how trees could give us shelter by using some of their parts to build a house or shelter. The K2 children were asked to make a small-scale house first using small leaves, twigs, and sticks we found in our school garden. We then made a larger shelter together and tested if it can keep us dry when it is raining or cool when it is sunny. The children enjoyed working together and had fun playing house after the project was finished.
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Kindy 3
by Ibu Melisa Octavia W
Who
We Are
Our “Who We Are” unit is a very special one! Throughout the school year, students have learned about many different celebrations including the features, their significance to the culture, and why people celebrate. From Independence Day to Christmas, Lunar New Year to Easter, students are exposed to and experienced some activities related to the celebrations. This term, we had a great opportunity to learn about Lebaran/ Idul Fitri, one of the biggest celebrations in Indonesia. K3 students had an opportunity to try some of the popular dishes for Lebaran, such as: ketupat, opor ayam, sambal goreng, and kerupuk. For some of them, it was their very first time learning about Lebaran and their first experience trying out the food. It was a beautiful unit learning more about the diversities and how we can appreciate others’ beliefs and religions.
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Grade 1
by Ibu Melia Susanti
Nowand Then
In our unit 4, we learn about the development of technology. This development changes the world, and the way people live and work. We learned how technology worked in the past, works in the present and might work in the future. During the unit a couple of guest speakers came to share about technology. Miss Savannah’s grandparents shared about technology in the past and Pak Ray from ICT shared about the development of computers.
As the final project for this unit, the students planned and made an invention that will help them in the future. For example, a student made a prototype of an invention that helps us clean up Lego pieces. We invited our parents to come to our invention gallery walk. We showed our invention prototypes and explained how they work.
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Grade 2
by Miss Ella Foronda
e v a S p l e H
the Animals!
In our UOI unit, we learned about Endangered Animals. During our inquiry process, we mainly focused on the endangered animals in Indonesia and learned more about the different factors that can lead to an animal being endangered. This year, our students showed their action by putting on a gallery walk where students prepared a board of information about an endangered animal they chose as groups. The students chose endangered animals they want to research and wrote down information about the animal and how we can help save the animal. Indeed, it was a beautiful unit learning more about God’s creation and God’s mandate for humans to take care of His creation.
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Grade 3
by Ibu Yuliany
Think Like
! ! ! t s i t n e i c S a
Can I be like one of the scientists??? Albert Einstein? Isaac Newton? Marie Curie? Thomas Edison? Do not worry, we have many scientists in grade 3!
One of the highlights of our third grader's journey is the unit “How the World Works”. Our Central Idea for this unit is: “Scientific investigation develops a deeper understanding of the physical world.” In this unit, first, teachers conducted several experiments in the classroom and modeled the steps of the scientific method. Then, we also invited Dr. Shielda to be our guest speaker. She talked about how scientific investigation is also important in the medical world. We learned that doctors need to ask questions, do some research and testing, observe and make conclusions.
After learning all the steps, students were challenged to think like a scientist and produce their own experiment. They could get the idea for their experiment from a website, but they must change one variable and learn to ask good questions. They also need to do some research to help their hypothesis. Then, they planned and conducted the experiment to answer their questions and prove their hypothesis. They collected the data, observed, analyzed, and made conclusions. After that, students were also challenged to present their findings. We are glad that there were many students and parents came to our Science Fair last Tuesday, April 22nd, 2022. Students learned to be confident communicators and, hopefully, world changers.
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Grade 4
by Mrs. Sara Ashley Yurosko
The Wonder of Disasters
r i a F e c n e i c and S
In this past semester, we have been working hard on a variety of big projects including dioramas for Natural Disasters here at school and Science Projects at home. In our How the World Works unit, we learned about the natural phenomenon of our world and how they change our environment and communities. Our summative project was a diorama to show how
this disaster changed specific areas. Each student had the opportunity to work on a different disaster. In addition, our students worked diligently on their own science project that was displayed at our Grade 4 Science Fair. Every student worked very hard and was very creative.
Reflections from students In the “How the World Works” unit, we learned about different kinds of natural disasters, causes and effects, and how we could prepare ourselves before, during and after a natural disaster. We also made a diorama of a natural disaster that we chose to describe what could happen before, during and after the natural disaster. We had to present it to our other friends and people who came to the ‘Gallery Walk’. For my diorama, I chose how people needed to prepare before, during and after an earthquake. I used some cardstock papers to build the buildings and houses. I also added the wooden sticks for the fences and some wires for the electric poles. The miniatures of people, trees and cars were placed to complete the diorama.
Joanne Emmanuelle Setiawan
At the end of the unit, I took an action by explaining how an earthquake happened to my little sister through a video. I also made a poster to explain what to prepare before, during and after an earthquake. My sister and I also practiced what to do when an earthquake happened. We did the earthquake drill (Drop, Cover and Hold).
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In unit 5 (How the World Works), I learned a lot about natural disasters, such as hurricanes, tsunamis, earthquakes, volcanic eruptions, and floods. I was interested in knowing more about tsunamis. That’s why I chose this topic for my summative project. A tsunami happens when there is a sudden and large earthquake on the sea floor. I created a diorama to show how people should prepare themselves before, during, and after a tsunami.
Michelle Scorpio
It was not easy to make the diorama, but this was an interesting experience. The diorama was very useful because I could explain clearly to people who came to my booth during the ‘Gallery Walk’. I also learned to be a risk-taker because I had to share my ideas and thoughts to many people during the Gallery Walk.
In Term 4, I had to choose a topic for my science experiment which would be presented in the Science Fair on April 27, 2022. I chose to do an experiment with some plants and some fertilizer. I chose this topic because I liked plants a lot. I wanted to see how much a certain type of fertilizer could affect the growth and health of the plants. When I was preparing the experiment, it was difficult to find some organic fertilizer. Finally, I found the material. Another problem that I faced during the experiment was arranging the bean seeds. I had to figure out how to put the seeds properly so that they could grow well. I managed to deal with the problems that occurred during the experiment. What I learned from this experiment was that I did not have to use any fertilizer for the plants. Instead, I had to be patient with the health and growth of the plants. Inside the plants, they have their own nutrients for their growth, and I could help their growth by consistently watering them. Some fertilizer could be used to help the plants to grow well. Next time, if I could do this experiment again, I would need to control the weather so that the results of the experiment would be better and more accurate.
Jackson Widjaja
Have you tried to mix a bottle of coke and some mentos? That sounds an interesting experiment, doesn’t it? I chose this topic for the Science Fair. I once heard about this experiment but I had never done it before. So, I decided to do it for the science experiment. First, I had to come up with a question for the experiment and then, I had to do some research first before I formulated my hypothesis. After that, I had to think about the independent, dependent, and controlled variables for the experiment. Then, I wrote down the procedures of the experiment. Next, I did the experiment. During the experiment, I had to carefully observe the reactions and collect the data. Finally, I had to make a conclusion.
Julia Jeong In Lim
I have learned that the more mentos that I put inside the coke, the soda will react and create an eruption much faster. I could have improved the experiment by getting more information during my research so that I could understand the concepts well. I could have also chosen different kinds of soda to discover which one produced more intense reactions.
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Grade 5
by Ibu Sarah Dotulong
Made in
e g a m I s ’ d Go This year Grade 5 has been discovering how amazing God is through the study of His many names. We found out early in the year that God has well over 700 names documented in the Bible. Each name represents a part of God’s character. One particular name is Creator. God expressed himself as Creator in many wonderful ways. As we are made in God’s image, we also are able to express ourselves in many wonderful ways.
During Unit 6, the Grade 5 students have had the opportunity to discover many ways in which people can express themselves using art and music. We had multiple guest speakers that shared their expertise and students were even given a chance try our various forms of art. Students inquired into the ways people combine knowledge when creating art. They learned that good photography is more than just snapping a picture, there is actually math that is needed for a great picture. They also learned that there are many places in the Bible where people danced to worship God. The students have really enjoyed learning new ways to express themselves. What an awesome way to end the school year.
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Grade 6
by Miss Angie Lee
PYP
Exhibition
This last quarter was a big one for grade 6! We prepared and organized our first in-person PYP exhibition after 2 years of online Exhibitions due to the pandemic. This experience allowed the grade 6 students to dig deeper into various topics of interest and share it with the community. At the end of the exhibition, students were asked to reflect on their experience through some guided questions. Here are a few of their questions and answers:
What did you enjoy about the Exhibition and why? Least? Why? “I enjoyed how people were enthusiastic to listening to my exhibition and how they shared everything they learned from my booth. I also enjoyed some questions that may have been annoying but did give me a whole new set of questions I would like to answer in the future. I also enjoyed how people paid close attention and always recalled what I told them. It was extremely fun, and I would like to do this again. Some parts were boring such as the research, but in the end, people shared the same passions with some people that do not know a single thing about space. I was happy I was able to teach everyone something new.” – Nathan Choi
What did you learn about yourself? How? “I learned that talking in front of people wasn’t actually that hard and to me it was kind of fun and I learned this by how lots of people came to my booth.” – Kate July
What are you most proud of? Why? “What I’m most proud of is probably the fact that although at times I felt like I was behind and it was a lot of work, I kept working hard and trying my best to catch up and do my best. I’m also proud of the amount of work and effort that I put into this project. All the work was worth it!” – Cecilia Mann
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PYP Column
by Ibu Ratna Putri
Assessment Time flies. It is the end of the school year (again!). The end of the academic year is always identical to assessing students' learning and reporting to parents. Assessment is, in fact, far beyond those two activities. This edition of the PYP Column will see what assessment means in SPH.
What is assessment? The IB defines assessment as an ongoing process of gathering, analyzing, reflecting, and acting on evidence of student learning to inform teaching. Notice here the two keywords: learning and teaching. The first word, "learning", means that assessment focuses on the students. The students' learning outcomes (results of learning) and the learning process (how to reach the results) are assessed.
When to assess? The definition of assessment includes the word "ongoing process". It implies that assessment does not happen in the summative weeks towards the end of the unit, the end of the school term, or the end of the academic year only. Instead, assessment happens all the time. It is an ongoing process. As a matter of fact, assessment is interwoven into the learning and teaching process. The word “teaching” clarifies further that the assessment results inform teachers to modify their teaching. Students' assessment results tell teachers if the students have grasped, are grasping, or have not grasped the concepts being taught. Students' work, answers, questions, and body language form the data for teachers to analyze and judge. The data helps teachers make an informed judgment if the class should continue with the next learning step or if teachers must reteach the topic using a different approach.
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Who is involved in the assessment? Assessment is "transparent". Learning goals and success criteria are co-constructed between teachers and students and clearly communicated. Hence, students know what the teachers expect to see in their work. Assessment should not be a "Surprise! You've nailed it!" or the opposite, "Surprise! You've failed the test!" Assessment involves teachers and students collaborating to monitor, document, measure, report, and adjust learning. In traditional schools, assessment time means a busy time for teachers since they have to do all four aspects of assessment: monitor, document, measure, report, and adjust learning. In the SPH classrooms, students are actively engaged in assessing and reflecting on their learning. Assessment capable students self-assess and reflect on their learning, evaluate their peers' learning, and offer feedback to their peers. Students act on feedback to feed forward to the next steps in learning.
So what? Assessment design is both backward and forward-looking. Through assessment, students will learn what they did well and have not achieved. Assessment results inform students of the areas for improvement. Likewise, through assessment, teachers will know what to do regarding the learning and teaching in the classroom, which students will need help, and in which area of learning. To conclude, assessment involves both teacher and students. It is not merely to gather evidence of student learning. It is an ongoing process of gathering, analyzing, reflecting, and acting on evidence of student learning to inform teaching. Assessment is backward-looking, telling how successful the learning and teaching are. Yet, most importantly, assessment is forward-looking; it tells teachers and students what to do next to improve.
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Farewell
Hehjin Lee (Angie) Hello SPH family, It has been my pleasure to work and serve as a grade 5 and 6 homeroom teacher over these past few years at SPH. I came to Indonesia in January of 2020, not knowing that in less than 3 months, we would go fully online. Even through unforeseen circumstances, God has blessed me abundantly. I am currently in the process of obtaining a working visa for the U.S. to work as an elementary teacher at Daystar Academy, located in Chicago, Illinois. Thank you all for the ways you have enriched my life. I have received more than I could ever repay. I am departing with a full and grateful heart, and though I do not know what my future will hold, I will be confident, because I know my God is with me.
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Farewell
Sanduni "Thank You SPH!
I am Sanduni, a Kindergarten teacher. I was placed in SPH LV in January 2022, and it feels too soon to say goodbye to an amazing set of professionals with so much potential, creativity, love and most importantly hearts to serve God faithfully. It was an absolute blessing to teach adorable students with unique personalities who made each day so much special to me. One thing that I am sure about is that I am not leaving as the person that I was when I joined SPH in January. I have learned and grown professionally and personally during the past six months. Once again, thank you and I pray that God’s utmost blessings will be upon each one of you!"
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Farewell
Tianshuai Jiang (Steven)
When I first joined SPH, SPH started to fully switch to online classes. This year, as the school has students onsite, I finally get to see the cute faces behind the cameras. The Mandarin students and I built strong bond together both in and out of class, and I truly enjoyed teaching and spending time together with the students. There are times we laughed together, times we struggled together, and times we cheered the success together. Those moments will forever be kept with me as I leave Indonesia. Next year, I will go back to China to spend time with my family after leaving them for 3 years. Very likely, I will be teaching at an IB school from Yangon. My students ask me “Laoshi, are you coming back?” “Why are you leaving?” “Can’t you just stay??” “I will buy you bubble tea to keep you here.” Whenever I hear this, my heart is touched and at the same time grateful for their love and concern. I feel very blessed that I get to be their teacher, and for sure, I will visit them in the future! Much much much love to all my dear friends, cheerful colleagues, and my precious students here at SPH.
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