Sekolah Victory Plus Newsletter - October 2017 Edition

Sekolah IB World School

VICTORY PLUS School Newsletter | OCTOBER 2017 Edition

Heerbeeck College Visit to SVP

FOREWORD Dear Victorians,

Liam Hammer Academic Advisor

We are finally thankful that we have a new facility ready, our classes are enjoying using the swimming pool, and we even had a student council run swimming competition on the last weekend. OF course, there are still some minor teething issues, such as locker space and keys and so on, but we are solving them with your patience.

Later this week we will have a religious blessing of the new building and pool, and as we are a diverse school with five religions represented here, there will be representatives of all students, parents and teachers for five different blessings occurring at the same time.

Then afterwards we will gather for a meal together. Truly an impressive example of how our SVP community leads a tolerant and respective life !

PSG have been especially busy, as always, with a number of events and activities. I know that they are still looking for a couple more class parents for Grade 11 and Grade 8 (I think). So please feel free to volunteer, if you wish.

Finally, you may be aware that our school is now 20 years old. This entire academic year will be a celebration of that, and we are looking forward to a number of ideas, such as tree planting, creating history pillars in the lobby and running a family fun fair in May. Please be on the look out for the details and help us celebrate this wonderful milestone, and may SVP remain a leader in Bekasi for at least another 20 years!

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NOVEMBER IMPORTANT DATES 1 PS Morning Tea on Unpacking Maths Concepts (Gr. 5-6) 3 Religious Activity 3-4 Religious Camp for Gr. 4-6 6-11 Secondary School Mini Tournament 8 ECE Morning Tea - Teaching and Learning 10 Heroes Day 16 Secondary PaLs : Mathematics 17 ECE CaLs 17 New Building Blessing 25 National Teacher’s Day 27-30 Semester Test Gr.11 DP & UN, Gr.12 A2 & UN 28 Gr. 9 Aptitude Test 29-30 Gr. 9 Try Out 1

No matter what job you have in life, your success will be determined 5% by your academic credentials, 15% by your professional experiences, and 80% by your communication skills.

Montessori Starter Kit in Early Childhood Education written by Ibu Maria Bhekti Utari, ECE Principal

student from Toddler to EY2 level, we conducted sessions of Parents' Morning Tea and Caretakers as Learners (CALS) where we shared the philosophy behind the kit and the appropriate procedure in using the apparatus.

In line with our commitment to provide the optimum learning engagements for our students, the Early Childhood Education (ECE) of Sekolah Victory Plus (SVP) adopts and integrates some best practices of early childhood education. Together with the IB – PYP curriculum framework, we also implement the Montessori educational approach in building independence and life-skills readiness for our ECE students. The Montessori educational approach was developed by Italian physician and educator Maria Montessori and characterized by an emphasis on independence, freedom within limits and respect for a child's natural psychological, physical, and social development.

Parents Morning Tea session was held on Friday, 6 October 2017 whereas CaLs on Monday, 9 October 2017 where we had a presentation and demonstration of the Montessori apparatus by Ibu Maria (ECE Principal).

It was delightful to see how both parents and the caretakers of our students were eager to learn. We believe in synergy of school and home for preparing the children's readiness in learning and in applying their life skills.

The SVP ECE has been implementing its philosophy through the use of Montessori apparatus to support the teaching and learning process at school. We are aiming to have consistency for learning at school and at home, so we have started a programme to

The Exercise of Practical Life allows the children to take part in the daily routine and activities of adults. In imitating these practical life exercises, the child learns to adapt to the world around him/her and construct reality. Exercise of Practical Life also allows children to build independence and self-discipline to prepare for their life-skill readiness. implement the Montessori education approach at home. It is a continuous programme, which starts in the first semester every year. The Montessori-at-home programme will begin by sending home the Montessori Starter Kit, which is a set of apparatus based on the Montessori's Exercise of Practical Life.

The Montessori Starter Kit consists of different apparatus to help children practice their basic life skills such as pouring, spooning, cutting, folding, sweeping and so on. They also support the development of their concentration, co-ordination, control, independence and order, which help lay the foundation for learning. Instead of only providing the starter kit for every new

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Early Childhood Education

written by Ibu Yoeny Lelyana, Ibu Sheila Widya & Ibu Suci Winda Astuti

FAMILY GATHERING

The ECE Team has an annual event which is called “Family Gathering”. It's aim is to offer opportunities for ECE family members to connect with one another and share memories and values that will last a lifetime. Besides that, there's a saying “Time spent with family is worth every second”. On Saturday, 28 October 2017, three different levels (Toddler, EY1 and EY2) joined the event.

Parents and children came to school with happy faces ready to take part in all the games.

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TODDLER

Obstacle game. The dads took part in the first game. It's not as easy as it sounds because they needed to carry around their toddlers using a shawl with their eyes covered. The teachers set up the obstacle course with some cones. The goal of the game was for them to walk through the obstacles to reach the finish line. The moms screamed and shouted giving directions. It was exciting and challenging all at the same time!

Sorting out crumpled paper. It's moms' turn to join the fun. In this game, the moms and their toddlers worked together to collect loads of colorful crumpled paper all over the ground and put them in the right basket. It was a lot of fun!

There were six games: Dodgeball, Tug of War, Moving Beads with Toes, Blowing Cotton, Stacking Cups and Transferring Ball. To play the games, all the families were divided into different groups. Then they were assigned to play one game at a time, parents vs parents, children vs children or even mixed!

Take Tug of War for example. The game was divided into two parts, the first one was parents vs parents and the other one was children vs children. Everyone fought really hard to pull the rope, it didn't matter who was the winner, the most important thing was that everyone had fun.

Transferring Beads with Toes, on the other hand, needed collaboration between the parents and the children. It needed good teamwork to be done. It was not easy, but again, if a family sticks together, nothing can beat them.

Blowing cotton. The children partnered with daddy or mommy. The child had to blow the cotton with a straw and the parent encouraged the child so he/she could finish the game by putting the cotton in a basket.

Dodgeball. Teachers set two big groups. Parents and children worked together to win the game by throwing the balls to the other group members.

Stacking Cups. It was a great collaboration between children and parents in one group. Children took the cups by running and gave them to parents in order to stack the cups as high as they can.

Transferring Ball. All family members needed to work together in holding a piece of paper with a ball on the top of the paper and transfer the ball until the finish line.

It was delightful to see the bonding of each family when they laughed together and worked hand in hand to finish each task of the game. In the end, we hope this family gathering can become a precious memory in the future. See you next time!

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EY 1 AND EY 2

EARLY CHILDHOOD EDUCATION

UNITED NATIONS (UN) DAY CELEBRATION Written by Ibu Lidwina Arnika Ditaafrian, EY2 Jupiter Homeroom Teacher

For the UN Day celebration in ECE we had lots of fun activities and exciting learning about different united nations countries.

Children came to school in national costumes and looked spectacular. In the morning, as usual, all the students had circle time in their own class. Then, the teacher told the students that they had to visit some booths from many countries.

Each class was decorated and set to represent the country. In EY1 and EY2 classes, there were six booths such as India, England, Turkey, Japan, Mexico, and the last but not the least is Indonesia.

Students were taught all about the country they were in and took part in a variety of exciting activities. In the India booth, the teacher as a presenter introduced the food, called Prata, some decorations and their meanings, and we tried to dance to India’s song. In England, they learned how to have tea time with good table manners. Fun and delicious to try! For Turkey, students tried Kebab, is a bit familiar for them and they really liked it. In Japan, the teacher greeted all the visitors in the Japanese language, and students also tried to speak some simple conversations. They saw many things from Japan and an art craft from Japan. Students enjoyed doing Origami, even though it was a bit difficult for them to follow the steps, it was a bit challenging for them! In Mexico, they learned a Mexican dance and ate tortilla, tortilla is one of Mexico’s base ingredients for their dishes. The last booth was Indonesia. In Indonesia, they learned about the traditional clothes and the legend story from Padang, then they also learned about Indonesian traditional motif pattern, and they tried the traditional toys such as bakiak, egrang bathok, and congklak. All the children had a lot of fun and learnt a lot about about different UN countries.

The Nursery students had a different activity from EY 1 and EY 2.

In the morning class, they had an India corner to be experienced in their classroom. They learnt about greetings in Hindi, cuisine (prata), and dance. In the late morning, they had an Indonesia corner. They tried some traditional food (jajanan pasar) and games, such as bakiak, engrang batok and congklak. Nursery students were very enthusiastic. The event was a great success!

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a story time with kak Aryo Faridh Zidni (kak Aio) ECE celebrated Literacy Month from October 2 – October 27, 2017. The aim of this event is to highlight the importance of literacy skills where we also commemorate the Month of Bahasa Indonesia during October. ECE students did various kinds of activities in the classroom, outside the classroom and at home related to the literacy during the Literacy Month.

We started this event by inviting an international storyteller: Aryo Faridh Zidni (Kak Aio) on October 5, 2017. The storytelling took about 45 minutes. We started at around 10.00 am and finished at 10.45 and the audience were EY2 and EY1 students with the homeroom teachers. Kak Aio told the story by integrating movements and sounds during the session. He encouraged EY2 and EY1 students to mirror his movements and sounds. It was a fun and engaging storytelling time with the students.

written by Ibu Merly & Ibu Nadia

Talking, singing, playing sound and word games, reading, writing and drawing with the children are great ways to set up a good literacy foundation. Everyday activities, like reading story books, reciting poems and rhymes or going to library, all offer lots of fun opportunities for literacy development.

This storytelling time with Kak Aio was one of ECE students' activities in setting up a good literacy foundation.

We love stories and YES, WE READ! 7

EARLY CHILDHOOD EDUCATION

Literacy Month Activity

NURSERY BOOK CHARACTER COSTUME PARADE To celebrate the end of Literacy Month, on October 27, 2017, Nursery students had a costume parade. They came to school wearing costumes that represented their favorite character from a story book. Some of them also brought along the book itself. This year we had the honour to have Mr. Hammer, Bu Dyah Layung Sekar, Bu Ani Widiastuti, and Bu Lulu as our judges.

They assessed participants based on Accuracy (the costume represents a character), Quality (the costume is unique and handmade costume is highly appreciated), and Presentation (the student is able to show confidence). After presenting their costumes, the students paraded around the ECE area and confidently waved to the EY crowd and to parents who were watching. Then they were back at their classes and shared their favorite story with their friends in pairs. Congratulations to all winners from morning classes: Beverly st nd as the 1 winner, Peter as 2 winner, and Kathleen as favorite winner who had the most likes on Instagram. Last but not least, from late morning classes we st nd have Victoria as the 1 winner, Alvaro as 2 winner, and Agam as favorite winner. Overall it was such an exciting experience for Nursery students to have this kind of activity. Thank you parents, judges, and teachers for your kind cooperation. Kindly keep growing those little book worms as Richard Steele once said, “Reading is to the mind what exercise is to the body�.

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written by Bapak Cepi Fahrudin Grade 2 Sabang Homeroom Teacher

Grade 2 Excursion to BMKG Bogor (A Weather and Climate Observation Station) On Thursday October 5th 2017 all Grade 2 students went to BMKG Bogor.

This excursion is inline with our unit, How The world Works. The central idea is “Survival depends on responses to patterns of change in the natural environment.� In this unit the students learned about Differentiating between weather, seasons and climate, the causes of change to weather, seasons and climate and the responses of living things to seasons and changes in climate.

The students did some activities in BMKG Bogor. First they observed some weather and climate equipment. Those tools are used to determine the temperature, rain precipitation, wind speed and even the weather forecast.

Second the students listened to a presentation about weather, seasons and climate. They also had a discussion about water cycle. All of the activities were conducted by the experts. They are the officers whose jobs are observing the weather and climate.

Hopefully by conducting this excursion, the students will have better and deeper understanding about the unit.

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primary school

LEADERSHIP CAMP written by Bapak Didik Purnomo, Grade 1 Sudirman Homeroom Teacher

On 27-28 October 2017, some of Grade 5 students joined the Leadership Camp at Kebun Taman Sari, Setu-Bekasi. The aim of this program was to sharpen their skills in leadership, communication, thinking, and cooperation. They were supervised by 7 teachers; Ibu Lita, Ibu Airine, Ibu Yani, Ibu Citra, Iby Maya, pak Cepi and Pak Didik.

We arrived at 2 P.M and since the first session started at 3 P.M, they used the spare time to unpacked and enjoy the atmosphere around the environment in Kebun Taman Sari. There were a lot of traditional games that they could play such as “egrang”, “lompat tali”, “engklek”, etc .

At 3 P.M, it was time for Ibu Lita to give the session. The first session was about 'What Will You Do If You Are a Leader?' The students learned about the 7 habits of a leader who impacts, influences and inspires others. By having this session, the students are expected to apply these habits in their daily

life, so they can influence and inspire other students too.

After the first session, they took a shower and had dinner. Then, it was time for Ibu Airine to give the second session. This time the students learned about 'The Organisational Culture'. In students council, each section has a job description. They need to know what the job descriptions are that they are going to conduct in this organisation to create a better culture.

The next activities were varieties.

The students had to cooperate with each other and complete the tasks/games given in each post.

The tasks/games were mine field, match puzzle, mystery drawing, tangram puzzle and build the tower. These actvities were really challenging and meaningful as well.

The following day, the students were enjoying the view and the environment by walking around and feeding the cows. Probably, it 10

was the first time for some of them to feed the cows. Continuing by having breakfast and morning games such as passing the ball, pass the water and get your pin.

The last session was led by Ibu Yani. This time they got to know about Backward Design. The aim is to teach the skills of planning with the end in mind. They tried to design and plan for the event.

Hopefully, they can plan, create and manage some events for this school year.

Seventh Batch!!!!!

We might struggle, we will strive All the trials we will drive You can try and stop us, You can try and hold us You can try and block us But give up we will not Seven, seven, seven, oooh Seven, seven, seven we'll strive Seven, seven, seven, oooh Seven, seven, seven we'll shine (yell created by: Ibu Yani)

Entrepreneur Me! S

tarting 23rd October 2017, G r a d e 1 students volunteered themselves to be involved in selling various products using the Entrepreneur Me booths available on the 2nd floor.

They were so enthusiastic in doing this activity. Students had to prepare the products (supported by their parents), sell the products and give the correct change if the buyers gave a larger amount of money (helped by their homeroom teachers).

By doing these activities, students learned to: ? Understand types of products that their friends would like to buy ? Know the concept of money (at least, money is being used to purchase a product) ? Know basic addition and subtraction ? U s e g o o d "marketing words" to

written by Ibu Esterlita Sitanggang, PS Principal

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persuade other students to buy ? Find solutions to every problem that they had to faced during the selling ? Show confidence in selling the products to others.

Therefore, this activity really supported the enterprise skills, which is also inline with our highlight for this year, Entrepreneur Me!.

The enterprise skills are: ? creative and innovative thinking ? prioritisation and time management ? problem solving ?communication, negotiation & persuasiveness skills.

Thank you to all students, parents and teachers who supported this activity. “To any entrepreneur: if you want to do it, do it now. If you don't, you're going to regret it.� - Catherine Cook, co-founder of MyYearbook.

Grade 4 Excursion to Bekasi Mayor’s Office written by Grade 4 Homeroom Teachers

On Wednesday, 25 October 2017, all Grade 4 students and homeroom teachers visited Bekasi Mayor's Office located on Jalan Jendral Ahmad Yani No.1, Marga Jaya, Bekasi Selatan. We went there to support our learning about Government Systems. The trans-theme of this unit is “How We Organize Ourselves” with its central idea: “Government Systems Influence the Lives of Citizens”. This excursion was planned to give students a deeper understanding about what government systems are like and to observe how it works in the city of Bekasi.

We left school at 7.30am and were back at school at 11.00am to continue our lessons at school. The students were very excited having learnt about local government, types of government system around the world and Indonesian government

sytems which we know as “Trias Politika”—Excutive, Legislative and Judicial.

Ibu Lala, one of the heads from Bekasi Mayor's Office, warmly welcomed us. We were invited to sit in a meeting room and watch some videos about Kota Bekasi while waiting for Bapak Rahmat Effendi, the Mayor of Kota Bekasi. When he arrived, he told us about the office buildings and one of his running programs, Kartu Sehat. The students asked some questions from the school worksheet and Bapak Rahmat Effendi seemed to enjoy answering the questions. He was so friendly.

He even asked the students to take photo with him. He promised us that he will print out the photo for each of us with his signature on it. Some students also asked for his signature. It was a very special moment for all of us.

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After the session with the Mayor of Kota Bekasi, we went on an office tour. We visited Bapak Rayendra Sukarmadji, the Regional Secretary and took some photos with him. Finally, we visited the new ten-story building of Mayor's office. It is an office for 12 city services, such as Badan Pemberdayaan Perempuan, Perlindungan Anak, dan Keluarga Berencana (BPPKB); Badan Pengelolaan Lingkungan Hidup Daerah (BPLHD); dan Dinas Perekonomian Rakyat (Dispera) and others. We also visited the public relations office as our last agenda for this excursion.

We can say it was a terrific learning experience because most of the students had great interest in and prior knowledge of government systems.

Grade 3 Excursion to “Museum Listrik dan Energi Baru” TMII

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o support the central idea of “Energy may be transformed and used in various way”, all Grade three students went on an excursion to “Museum Listrik dan rd Energi Baru” in TMII on Tuesday, 3 October 2017. This excursion was aimed to show the students the different forms of energy and how it can be transformed in various ways.

They also learnt about alternative energy that can be used in our daily lives.

We observed the process of how energy is transformed or changed. For example; solar energy can be transformed into electrical energy and Hydropower can be changed into electrical energy by using turbines. They also had a chance to try an experiment using potatoes to generate an elctrical current to light a bulb. This activity gave them ideas to plan their final project to create a model to show how energy can be transformed. They also watched a movie about how electrical energy is produced and distributed to our houses and factories. From the story we learnt that we need to use electricity wisely as it takes a long process to produce it and some of the sources are not renewable.

After the excursion we asked the students to write a report. They summarized their findings and presented the to their peers .

From the report we could see that students enjoyed the visit and they have learned more about energy. Well done Grade 3!! written by Grade 3 Homeroom Teachers

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LITERACY IN THE

DIGITAL WORLD

written by Ibu Yani Fretty H. Panggabean PYP ICT Integration Teacher PIC of Primary School Literacy Month

“Words are our most inexhaustible source of magic,”(J.K.Rowling) Literacy, the ability to read and write, is celebrated every year in October at Sekolah Victory Plus. This year, Primary School Literacy Month took the theme of “Literacy in the Digital World”. It took place from 2nd – 27th October. It was opened by Ibu Esterlita Sitanggang, the Primary School Principal, in an opening assembly on 2nd October, 2017 in SVP's Amarta Hall.

On 5th October 2017, two guests were invited to participate in our celebration of literacy. Kak Gandhi Fernando, a famous actor who is also a vlogger, shared his expertise and experiences in vlogging with students of grade 4 to 6, while Kak Ariyo who is a professional storyteller spent time telling stories to students of grade 1 – 3. The vlogging workshop with Kak Gandhi Fernando marked the beginning of the Vlogabook competition for grade 4, 5, and 6 students.

Kak Gandhi is sharing his experiences in vlogging to grade 4-6 students

Kak Ariyo is telling stories to grade 1-3 students

In addition to Vlogabook competition, we celebrated the Literacy Month having other competitions, which are Reading Galaxy Wall Competition, Ebook Writing Competition, Mandarin Story Writing Competition, Read Aloud Competition, Pantun Twitting Competition, and Lomba Membaca Puisi (Poem Reciting Competition).

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1 Reading Galaxy Wall Competition was a competition where students read books and wrote reviews about them. They were allowed to read both at school and at home, but the review sheets were to be completed at school. Each review sheet was represented by a star-shaped paper which was then stuck on the reading galaxy display board in each class. At the end of this competition, classes with the most stars won. They were: - Grade 1 Pattimura (79 reviews) - Grade 2 Flores (147 reviews) - Grade 3 Nusa (82 reviews) - Grade 4 Andalas (41 reviews) - Grade 5 Barito (77 reviews) - Grade 6 Lombok (26 reviews)

Some classes' Reading Galaxy walls

2 Vlogabook Competition was a book review vlogging competition. Students of Grade 4-6 were challenged to create a vlog sharing a review of a book they chose. The winners were: a. Grade 4: i. Raphael from Grade 4 Andalas (1st place) ii. Javier from Grade 4 Andalas (2nd place) iii. Benaya from Grade 4 Celebes (3rd place) b. Grade 5: i. Kayla from Grade 5 Barito (1st place) ii. Young Kwang from Grade 5 Barito (2nd place) iii. Richella from Grade 5 Mahakam (3rd place) c. Grade 6: i. Belinda from Grade 6 Nias (1st place) ii. Alicia from Grade 6 Lombok (2nd place) iii. Laurensia from Grade 6 Nias (3rd place)

3 E-book Competition was a competition for students to write a short storybook in two languages, Mandarin language and Bahasa Indonesia. The winners were: ¡ Nikki as Grade 4 winner ¡ Kayla as Grade 5 winner

4 Mandarin Story Writing Competition was a competition for Grade 1 to 3 students to write a short story in Mandarin language. The winners were: a. Grade 1: i. Gifta from Grade 1 Sudirman (1st place) ii. Gracia from Grade 1 Pattimura (2nd place) iii.Jasmine from Grade 1 Fatmawati (3rd place) b. Grade 2: i. Jill from Grade 2 Merauke (1st place) nd ii. Bianca from Grade 2 Flores (2Kak place) Gandhi is sharing his experiences in vlogging to grade 4-6 students iii.Jeremaine from Grade 2 Sabang (3rd place) c. Grade 3: i. Michelle from Grade 3 Nusa (1st place) ii. Kiara from Grade 3 Bahasa (2nd place) iii.Keenan from Grade 3 Bahasa (3rd place) 8

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5 Lomba Membaca Puisi which was done in Bahasa Indonesia, was held both as a part of Literacy Month and to celebrate Hari Sumpah Pemuda. The winners of this competition were: a. Grade 1: i. Kyo from Grade 1 Pattimura (1st place) ii. Shafa from Grade 1 Pattimura (2nd place) iii. Kenzie from Grade 1 Sudirman (3rd place) b. Grade 2: i. Jill from Grade 2 Merauke (1st place) Gandhi is sharing his experiences in vlogging to grade 4-6 students ii. Kevin from Grade 2 Flores (2nd Kak place) iii. Jeremaine from Grade 1 Sabang (3rd place) c. Grade 3: i. Chacha from Grade 3 Bangsa 1st place) ii. Kiara from Grade 3 Bahasa (2nd place iii. Sasa from Grade Bangsa (38rd place) 3

Students reciting poems during Lomba Membaca Puisi

6 Read Aloud competition was held during each class' library time. Students may choose to read aloud an English or Bahasa Indonesia storybook to their friends. The winners were: a. Grade 1: i. Triasta (1 Sudirman) ii. Kevin (1 Fatmawati) b. Grade 2: i. Maria (2 Sabang) Kak Gandhi is sharing his experiences in vlogging to grade 4-6 students ii. Alloina (2 Merauke) c. Grade 3: i. Maria (3 Bahasa) ii. Kenzie (3 Nusa) iii. Venisa (3 Bangsa) 8

Read3Aloud Competition Winners

7 Pantun Twitting competition was a competition held by SVP's library. Students of grade 4-6 were challenged to create a pantun (rhyme in Bahasa Indonesia) and tweet it on Twitter. Those with the most retweets won the competition.

To end the one-month event, we had a Book Characters Costume Parade on Friday, 27 October, 2017. Students and teachers came to school and walked on the runway in their chosen costumes representing a book character/theme.

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It has been great seeing both students' and teachers' enthusiasm in participating in this year's Literacy Month's events.

From students' enthusiasm, we could also see how enthusiastic parents were in supporting the events.

Therefore, on behalf of the PICs of this year's Literacy Month, we would like to use this opportunity to thank all SVP's community members for participating, contributing and supporting this event. Thank you for helping us achieve our objectives in running the event, which were cultivating students' interests in reading and writing as well as introducing the use of digital media in literacy. We hope to see similar support and enthusiasm in next year's Literacy Month events. We hope to support students in finding and growing their talents in literacy world because it is true that, “A true piece of writing is a dangerous thing, it can change your life.” (Tobias Wolff)

Three Way Conferences Parent As Learners Three-Way conferences are the conferences, which involve 3 parties: student, parents and teacher(s) in which the student sets learning goals as a way to improve learning achievements.

The aims of the conferences are: · To help students to reflect and self-assess their strengths and areas for improvements. · To help students plan their own learning based on their self-reflection. · To support the students in achieving their learning goals.

During the PALs session on 4 October 2017, parents practiced how to create goals, strategies to achieve them and who can help to achieve the goals.

We also shared the role of parents on the three way conferences, such as: § Read through the child's self assessment § Discuss his/her personal goals § Add some goals if needed and with the AGREEMENT from the child (during Home Conference, for Primary School only) § Help the child to think of the strategies for their additional goals § Help to reflect on the child's progress by monitoring or asking information to teachers Goal setting is a powerful process for thinking about your ideal future, and for motivating yourself to turn this vision of the future into reality. By knowing precisely what you want to achieve, you know where you have to concentrate your efforts.

(Dr. Edwin Locke, 1968 )

written by Ibu Fifi Anggraeni & Ibu Early Hapsari PYP Coordinators

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Kwansei Gakuin University

UNIVERSITY

On 2nd October 2017 Sekolah Victory Plus was again honored with a special visit from Kwansei Gakuin University Japan.

Kei Shiho, Professor of International Studies talked to SVP students about studying at Kwansei Gakuin University.

Kwansei Gakuin University is now an independent coeducational institution offering Bachelors, Masters, and Doctoral degrees in almost 40 different disciplines to around 20,000 students. There are 11 undergraduate and 13 graduate schools as well as an attached Kindergarten, Elementary School, Junior and Senior High School, Seiwa College and Seiwa Junior College. The university consistently achieves the highest academic standards among Japanese private universities and colleges.

VISITS written by Bapak Delvi Pardian, Secondary School Counselor

Netherlands University On Wednesday, October 11, 2017, a socialization study on the Netherlands was conducted by representatives of universities in Indonesia.

The universities represented were The Hague University, Fontys University of Applied Science, NHTV Breda University of applied sciences and HAN University of Applied Sciences.

The purpose of this visit was to ? Introduce the universities of The Netherlands to SVP

students ? Share experiences of living and studying in The Netherlands ? Inform Grade 12 students of available bachelor studies scholarships in The Netherlands

UNIVERSITY OF TORONTO

? Inform Grade 10 and 11 of university-subsidized ? Summer Camp program in The Netherlands

The University of Toronto is ranked 1st out of all universities in Canada and it also ranked 22nd in the world.

Founded in 1827, the University of Toronto has evolved into Canada's leading institution of learning, discovery and knowledge creation. It is proud to be one of the world's top research-intensive universities, driven to invent and innovate.

Background International students from all over the world study in the Netherlands. In 2014/15, international students came from a total of 157 different countries, mostly from Germany, China, Belgium, Italy and Spain. Most Dutch universities have international student associations, which help students throughout their studies.

Sekolah Victory Plus was fortunate to have hosted a representative from the University of Toronto. The information session was held on Wednesday, October 4th, 2017, at 2:30 pm in the Sadewa room. Many students came to t h e s e s s i o n a n d unsurprisingly, many are keen to continue their studies at the University of Toronto.

The Netherlands is also a unique non-Anglophone country, where approximately 95 percents of locals speak English.

This factor makes living, studying, and working in the Netherlands very convenient, comfortable and pleasant for international students. The Netherlands is also very open and tolerant, welcoming everyone to share their opinions and express themselves. This is very much encouraged during your studies.

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AMERICAN UNIVERSITIES FAIR

by AEO Tours

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he USA has the world’s largest international student population, with more than 1,000,000 students choosing to broaden their education and life experience in the United States. Nearly 5 of all students enrolled in higher-level education in the USA are international students, and the numbers are growing.

? Tompkins Cortland Community College ? University of Cincinnati ? University of Iowa ? Utah State University ? West Virginia University ? Western Michigan University ? Georgetown University ? University of Wisconsin Parkside

written by Bapak Delvi Pardian, Secondary School Counselor

Many SVP students chose to continue studying in the US. for the well-established cooperation of university representatives from America so we are lucky to have the opportunity to be visited by them.

On 3 October, representatives of 21 universities from America came to Jakarta and visited Sekolah Victory Plus to introduce students to universities in America. The visiting universities were: ? Assumption College ? Embry-Riddle Aeronautical University

? University of Pittsburgh ? St. John's university ? Skagit Valley College

The representatives of American universities not only explain the campus but also explain about the opportunity of scholarship and how life in America.

Many SVP students chose to continue studying in the US. for the well-established cooperation of university representatives from America so we are lucky to have the opportunity to be visited by them.

? Everett Community College

SVP students enthusiastically attended the session. Hopefully, they will be accepted by the universities of their choice.

? Hamline University ? Marquette University ? Maryville College ? Michigan State University ? Millersville University of Pennsylvania ? San Francisco State University ? Seattle University

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We sincerely thank Bob Allan & AEO Tours for making this possible. We look forward to seeing you again next year.

Learning Beyond Walls “Live In and Community Service”

by Ardhiyanto Mulyono Gr.12 Dalton

From the 16th to the 19th of October 2017, the Grade 12 SVP students embarked on a journey to Dusun Kamal, Jogja, where we went to a remote village and stayed in the villagers' homes for 4 days, doing what we could to help the village. These contributions included making an arch as a landmark for the village and providing more water to inaccessible regions of the village. In order to get the funding for this project, we had to conduct fundraising activities for about 2 months, such as selling food and drinks.

I started this trip with negative thoughts in mind, from how unnecessary I thought this trip was to how it wasn't going to do anything for us, but in the span of a few hours, that all changed.That first night, when I met my host parents, the warm feelings in my heart replaced all of the negative thoughts I had before. I didn't mind the facilities, because though they weren't much, the hospitality that my host parents provided took all of my complaints away.

In the house, numerous conversations were held, we exchanged views and shared about our cultures, and in a few short days, I started to develop feelings of care and affection for my host parents. They were also happy and grateful to have me, and the thing that touched my heart the most was when my host mom said, “Nek kamu, aku wis nganggap kamu kaya anakku sendiri, dadi yen sampeyan pengin ngunjungi kami ning Jogja, yo ojo malu-malu.” which translates to “I already consider you as my child, so if you want to visit us in Jogja, please do.”

Being in the village, I was surrounded by serenity. The clear and refreshing air and the feeling of not hearing car horns everywhere you go served as food for the soul. I learned about happiness from different perspectives. I learned about the wonder of service; service that produces happiness for all (both students and villagers), service that bring more empathy and love for Kamal. My project was making an arch as a landmark for the village. During my project, I learned new skills - I learned the skill of mixing cement, how to bend metal, the skill of cable installation and electricity and I even sharpened my Javanese a little bit.

Overall, I'm just very grateful for the experience. Though it was all very tiring, it proved that not everything can be learned in the classroom. I agree that this is what they call, Learning beyond walls.

“I slept and dreamt that life was joy. I awoke and saw that life was service. I acted and behold, service was joy.”-Rabindranath 20

SECONDARY SCHOOL

Parents as Learners English as Language Aquisition and Literature On Wednesday 25 October, the Secondary School hosted a PaLs workshop in which the topic of Language Acquisition vs Language and Literature was addressed. Ibu Budi and Mr. Skea led a poetry workshop in which parents were able to see first-hand how the approaches to teaching, learning and assessment differ between Language Acquisition and Language and Literature. However, they also got to see the strong parallels that exist between the two, and how each student's language development needs are met in a way that best suits them, and prepares them optimally for later years in their secondary school careers. Besides learning about figures of speech and working together to identify these figures of speech, the parents also had the opportunity of getting creative by creating their very own blackout poems.

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Create Awareness Campaign on Animal Protection

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Prepared by Saba Nizami, English Teacher for Secondary

MYP Students

The students of Grade 8 created an awareness campaign for animal protection at the end of their English language & literature unit ‘Man vs. Animal’.

They investigated media reports on the issue, analysed animal campaigns of The Green Planet a n d Wo r l d W i l d l i f e , a n d designed posters on animal protection using digital media.

What is a library catalogue?

A library catalogue is a tool which we can use to search book from title, author's name or subject Where can we access it?

Outside campus: use your Smartphone's browser and type this address: onlinelibrary.svpsmart.sch.id Inside campus: You can use variety of gadget such as PC, Laptop, Smartphone, Ipads etc and go to browser and type library.svpsmart.sch.id When can we access it?

Anytime, 24/7 How can we access it?

On the browser and type the address. Then you will have this image below. You may type any keywords from title of books, author's names, or subject that you would find on the “search”. It will appears some results and click “record detail”

Then you will have some information: Title, Author, Call number, Blurb of the book, and whether the book available or not in the library.

You may reserve the book by an email to the librarians.

Why do we need to access it? ?It tells the library user exactly where the book with their specific needs can be found. ?Library collections house wide variety titles of book ?For taking the time to correctly find the suitable

book for us

prepared by Ibu Any Sri Fauzianie Head of Library

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Do you know that our library catalogue can be accessed off campus?

Heerbeeck Visit

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Group 4 Project Excursion

Biodiversity in Pramuka Island,

Thousand Island, Jakarta written by Ibu Nurul Fajria Purbarani

On Oct 9th and 10th, Grade 11 went to Pramuka Island. They did a Group 4 project, which is one of the criteria for the IB Diploma Programme. This excursions has an aim to enhance the students' learning by providing opportunities for them to participate in curriculumrelated activities outside the normal school routine. We chose Pramuka island because this place is appropriate for all activities that IB Diploma Programme students are required to do. The internship students from the Netherlands also joined in this activity. Participant in this event numbered 112 persons including teacher and facilitators.

physics they should find physical properties like velocity; and in chemistry, they found data about Dissolved Oxygen (DO) and Biological Oxygen Demand (BOD) from ocean ecosystem.

After we finished collecting the data, it is time to have a fun water activity! The students snorkeled until the sun went down and we returned to our homestay. The sea water scenery was really great and the weather was good. In the evening, the students had group discussions led by a mentor based on their grouping. We closed our day with a barbeque. Everything was great on that day and we enjoyed the activities.

Pramuka Island is not too far from Jakarta, only 1.5 hours. We departed from Marina port to reach Pramuka Island. The weather was good and conducive for our planned activities. On the first day, we did several experiments related to the biodiversity. The students were divided into 8 groups and had to find the correlation between biodiversity and the physicalchemical features of the marine ecosystem on Karya island, which is located around 15 minutes by boat from Pramuka Island. We collected data for the science subjects of biology, physics and chemistry. In biology, students had to find the habitat of living things; for

On the next day, we participated in several activities; coral and mangrove planting, visiting a sea turtle hutchery, and a water activity of their own choosing.

Some students choose to do snorkeling again while others opted for canoeing. They enjoyed themselves until around 10 am. The students packed up and prepared to go back to school. We left for Jakarta after lunch time and arrived at the school around 5 p.m. Everyone looked tired but they got something from the excursion and opened their mind to new learning experiences beyond the walls of the classroom.

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written by Bapak C.Rikko Agita, Language Acquisition Teacher

VISITING the Ministry of Foreign Affairs The Immersion Program is not only aimed at developing academic knowledge, but also learning and understanding the political policies of the host country. On the fourth day of the immersion program, Heerbeeck and SVP students were fortunate to visit Ministry of Foreign Affairs Republic of Indonesia.

The visit to Ministry of Foreign Affairs was divided into two sessions, discussion and small tour. The discussion took place in Garuda Room. Despite the fact that we were not able to meet and have a discussion with the Minister of Foreign Affairs, we met her representative who gave us insightful knowledge about Indonesia's policy on international issues. During the discussions, students were introduced to some bilateral agreements between Indonesia and Dutch government. To end the discussion, students were offered a chance to ask questions. It was noticed that students were insightful. They asked questions which were substantial 26

and mostly about current international issues.

In the second session, students visited The Pancasila Building. This is an official building on Ministry of Foreign Affairs in which the Minister of Foreign Affairs carries out her duty. This is also a place where the minister usually conducts press conferences and meets delegates from other countries. The building consists of several rooms and there is a room in which pictures of former Ministers of Foreign Affairs Republic of Indonesia are displayed.

The visit took only 4 hours; yet students got valuable information and an experience to be shared. It is hoped that by knowing some Indonesia policies, the bond among Heerbeeck students and SVP students, and more importantly, between Indonesian and Dutch governments can be tightened.

written by Dave Blackburn Humanities Coordinator Model United Nations Conference Coordinator

the 5th

MODEL UNITED NATIONS

conference

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T

Hall to vote on the best resolution from each of the Committees. Other highlights included the smiling delegates relaxing over lunch while networking in the Amarta Hall. In addition, many guests enjoyed the luxury of the facilities in the committee rooms of the new building. An expanded dimension was more press coverage by local media such as Info Bekasi, inews TV, MNC TV and Kompas TV. This year also saw greater photography and media coverage by SVP students. 2017 marked the launch of MUN V into social media via Instagram (@ svp_mun and #svpmun5).

he Fifth Model United Nations (MUN V)

conference, with a theme of 'Climate Change', was held on 12 October 2017 at SVP. The conference featured almost one hundred delegates from six schools from the Greater Jakarta area and the Netherlands. Representatives from other Greater Jakarta schools, which included Sekolah Cikal, Raffles Christian School (Pondok Indah), Mentari Intercultural School Jakarta (Kebayoran Baru), the Singapore School (Kelapa Gading) and (Pantai Indah Kapuk), joined students from the Heerbeeck school of the Netherlands and SVP.

This successful arrangement was due to the teamwork, focus and and the patience of members in the staff, student, teacher, event committees, who were impeccably supported by the staff from areas of finance, IT, public relations, the service and administration teams.

The committees and the SVP host students of the Herbeeck delegation are to be commended on their flexibility.

The SVP students performed superbly in their roles as the Co Chairs, liason officers and timekeepers to support the delegates. The consultants from the prestigious MUN club of the University of Indonesia expertly and patiently guided the six committees. The delegates discussed and wrote resolutions on the climate change topics in their respective committees. The six Committees were UN Women, the United Nations Children's Fund (UNICEF), the United Nations Organization for Education, Science and Culture (UNESCO), the United Nations Environment Programme (UNEP), the United Nations Security Council (UNSC), and the Food and Agriculture Organization of the United Nations (FAO).

More and more SVP students are showing greater interest in MUN events inside and outside SVP. For more event information about MUN V, see the website of http://mun.svpsmart.sch.id/. May the impetus from 2017 continue...

A thrilling part of the day was witnessing the General Assembly, where all the delegates convened in Amarta 28

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HEERBEECK COLLEGE AND SEKOLAH VICTORY PLUS ACTIVITY

VISIT TO ORPHANAGE YAYASAN PRIMA UNGGUL 2017

Learning is not always from textbooks, learning can be also from experience. Together with Heerbeeck college students, we visited Yayasan Prima Unggul in th Pulo Mas Jakarta on Friday, 13 October 2017. Life is not only

about happiness and sadness but life is also about about struggling, persistence, and inspiring others.

Yayasan Prima Unggul is a foundation that accommodates 63 orphans from the age of five to college age. They learn through the homeschooling system with a variety of creative activities every day such as cooking class, dancing class and singing class. They have their own catering business so they do not have to rely on donations to finance their lives.

Our SVP students and Heerbeeck students were divided into 3 classes: cooking class, dancing class, and teaching class. In

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Cooking class, we learned how to make a bolu cake; in dancing class we learned the kicir-kicir dance; and in teaching class we learnt simple English and Dutch language. At the end of the day we all learnt how happiness can be found in spite of our circumstances. “True happiness comes only by making others happy� -David O. Mckay-

written by Ibu IGAA Esa Citrawati, IB DP CAS Coordinator

Heerbeeck Farewell Party Both SVP and Heerbeck students interacted very well. All of the host parents were invited too.

At the end of the farewell party, there was a surprise. Safira and her friends did an amazing dance performance. Right after that, all of the teachers, parents and students participated in the Maumere dance. This farewell party was conclude with beautiful fireworks, which made that night become more spectacular and memorable. Students bid a fond farewell to each other and promised to always keep contact each other. What a beautiful experiences for the SVP students.

written by Ibu Orvina Marchelin, Mandarin Teacher

Sunday, 15th October 2017 was the last day for Heerbeck students to stay at SVP. They had stayed at SVP host for around a week. Therefore, SVP prepared farewell barbecue party for them.

This party was held at tennis court on the 4th floor. There were several performances by SVP students, such as DJ performance by Aldhi (8 Pacific), Balinese dance from Vea (8 Pacific) and singing performance from Sasa and friends. In addition to the SVP performances, several students from Heerbeck sang and did a presentation about what they had learned during their time in Indonesia.

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DP Students are Published Writers!

After learning how to write a review - one of the many text types students need to learn for English B language & literature - our IBDP1 students wrote reviews and uploaded them online.

Among others, they've written reviews on films, games, restaurants, hotels and salons on various websites such as IMDB, tripadvisor.com, zomato.com, amazon.com, eurogamer.net, femaledaily.com and google reviews.

One student has received a lovely 'thank you' note from the hotel in Singapore which she'd written about.

Here are some of their writings :

written by Reyvanza Hanzel Pahlewi, Grade 11 http://www.imdb.com/user/ur80828805/?ref_=nv_u sr_prof_2

written by Khalishah Al Marwah, Grade 11 https://www.tripadvisor.co.uk/ShowUserRevi ews-g294265-d305486-r528198612Village_Hotel_Bugis_by_Far_East_Hospita lity-Singapore.html#CHECK_RATES_CONT

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prepared by Saba Nizami, English Teacher for Secondary School

Grade 8 Excursion to Belitung written by Bapak Dasrizal, Mathematics Teacher

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learn about texture in Visual Arts that would be discussed in the following semester. The beach was very beautiful and students had opportunities to learn and at the same time enjoying the sunset with their friends and teachers.

SVP has a commitment to provide meaningful learning both inside and outside the classroom. One of the ways to achieve this goal is by having excursions in order to give real life situations to students which are related to what they have been studying in the classroom. Collaborated with Tiap Sudut Orgranizer (TSO), SVP teachers worked together to run the event Excursion to Belitung on October 16-18, 2017 involving subjects Science, ICT, Maths, Visual Arts, InS, PHE, Mandarin, LA/LL in both English and Indonesian.

Day 2 (October 17) Traditional Market In the early morning, students woke up and had breakfast before the next program. As the first program in the second day, students were assigned to go to a traditional market near their hotel in group and supervised by a teacher to fulfill the task from subject InS. Students met sellers and made conversation in order to interview about the use of technology in the context of selling and buying nowadays. It was an interesting experience for them because they could interact with people with different background.

Day 1 (October 16) Departure More than 70 participants including Grade 8 students and teachers gathered in Terminal 3 Ultimate, Soekarno-Hatta Airport in the early morning. Students were grouped and supervised by one teacher during the preparation and the event. Students were given a handbook and journal in order to record everything they would learn during the trip.

Tanjung Kelayang After visiting the traditional market, students went to Tanjung Kelayang beach and used boat to visit Pulau Lengkuas near the beach. Around 30 minutes was spent to visit the island. It was a beautiful island where the sand was white and the water was very clean. Students were encouraged to continue their observation on Visual Arts lesson regarding the texture of objects. They could also interview local sellers or visitors to enrich their data in their journal.

PT. Austindo Nusantara Jaya After having breakfast with local foods, students visited a factory that worked in the field of palm waste. Students attended a session delivered by a manager there who explained about the system of reusing the palm waste and producing energy alternatives. Students were very engaged and asked several questions to be recorded in their journals. At the end of the session, students were invited to see the site where palm waste is produced. However, since the weather was not friendly at that time, students could only observe the site from inside the bus.

Satisfied with the view of Pulau Lengkuas, the trip continued to the ocean near the island where participants could do snorkeling. Some students who were permitted and capable snorkeled and supervised by teachers, TSO team, and snorkeling provider. This snorkeling was considered as PHE lesson because they had to be able to apply their skill in swimming. The view under the sea was really good, too. So students experienced both swimming in the ocean and seeing the beauty of Belitung island under the water.

Badan Pusat Meteorologi dan Geofisika (BMKG) Belitung The next destination was BMKG Belitung which provide geographical information including its weather and temperature. In BMKG, students were assigned from Maths to interview the workers there related to the probability of natural disaster occuring in Belitung. As a result, it was known that Belitung had once experienced a very big flood which caused damage in several places. Students took notes of the information and calculated the Risk Priority Number to see if the disaster could happen again and track the damage.

Sea Turtle Conservation In the afternoon students had lunch and went to the nearest sea turtle conservation. In that venue, students could see many sea turtles in all ages. They could also touched the sea turtles under the supervision by the worker there. From the visit, students learned that sea turtles must be carefully conserved to avoid extinction of this organism.

Tanjung Tinggi Beach After lunch, students went to Tanjung Tinggi Beach to observe the materials provided such as rocks, sand, and leaves in order to

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Tanjung Pandan Museum The next destination was Tanjung Pandan Museum where students could see the history of Belitung including the mining materials, traditional ceremonies, and animals. Belitung was well know as the area which there was a large of population of crocodiles. In the museum, students saw a very big crocodile which was once used as cast in the movie Laskar Pelangi. In the museum, students took notes of data and information they collected in their journals.

The first site to visit was Danau Kaolin. It was mentioned that way because the site had been a mining site for kaolin. Kaolin itself was materials for producing porcelain. Science was the subject that required students to observe kaolin, the use of it, and the effects to the environment and community. Therefore, students must interview local people regarding these points.

Maiterya Temple As one part of their Mandarin task, students visited Maiterya Temple where Chinese culture could be seen. They had an opportunity to observe what was there and interviewed people.

Replica of Laskar Pelangi School and Rumah Keong One of the most famous sites in Belitung is the replica of Laskar Pelangi school. This place was created and famous after the movie was released years ago. Students had opportunity to see the site which was created exactly like in the movie. Although the school is very humble, students learned that to get good education they must strive to overcome any obstacles. After visiting the school, students could take photos in a beautiful site called Rumah Keong where the houses were created similar to a snail shape. It was the moment where students could bond each other with their friends and teachers.

Belitung Traditional House The last session of the day's trip was closed by a very memorable event. In Belitung Traditional House, students were hosted by a very humble local who worked there. She explained clearly the habit of local people there, how wedding ceremonies were conducted, and some other values of local traditions. At the end of the session, students were presented with local foods. Then the students must eat by following the tradition there, such as the youngest should provide the plate for the oldest and the oldest could eat first then to the younger ones in order. Overall the second day was the most exhausting, yet giving the most memorable things for every participant there.

Museum Kata Andrea Hirata Near the school replica, there was a museum which displayed Laskar Pelangi author's books and achievement. Students learned that one creation could change life forever. They saw that the book Laskar Pelangi had made Belitung more well-known. They expected to see positive values of being creative.

Day 3 (October 18) Danau Kaolin (Lake of Kaolin) In the morning, students had more time to pack up their belongings and take their breakfast because it was the last day of the trip.

Dinas Pariwisata Belitung As the end of the trip, students visited Dinas Pariwisata Belitung which provided complete information about sites and events in Belitung. There was also a mini zoo where students could interact with some animals and saw another big crocodile there.

Arrival After visiting Dinas Pariwisata Belitung, students went back to the airport. In the airport, students had to say goodbye with the TSO team who had been their guides during the trip.

To sum up, Belitung was chosen as this year's excursion destination because it gave a big opportunity for students to learn in many subjects. Beyond the subjects, students also learned life values by interacting with local people and adapting with local conditions.

Hopefully this excursion brings positive values for them to be applied when they come back home and at school.

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ARLITA PYP Counselor Hi everyone! My name is Arlita (I know it is a really short name) but you can call me Ar. Currently I'm 25 years old and unmarried. Originally my parents came from Sumatra Island (my mom came from Palembang City and my dad came from Lampung City), they lived in Bekasi when they got married so Bekasi feels more like my hometown. Currently, I lived in Harapan Indah Bekasi Barat.

I finished both my Undergraduate and Master Degree in Universitas Padjadjaran, majored in Educational Psychology. Afterward, I've been accepted in SVP as a PYP Counsellor. I am so excited to know that my job suits both my educational background and my interests, I also can't wait to learn more from here.

Generally, I am an active person. I like to do sports like swimming, jogging, Thai boxing, dancing, or just walking around. I also like to read books like novels, comics, and e-books when I have spare time. One of my lecturers in University said to me: “the success is a bonus that you get when you get to enjoy the process�, and it motivates me to work harder in anything that I do especially when I feel tired or am struggling.

NEWCOMER 36

Hallo, My name is In Young Kwang and you can call me Young Kwang. My hobbies are playing cube, reading books and playing soccer. Here with my achievement records in especially Math, Science and Soccer: 2014 (Grade 2) - 2nd Winner at National stage in Math Kangaroo competition - 2nd Winner at Jabodetabek stage in Math Kangaroo competition - Silver Medal at Kompetisi Matematika Nalaria Realistik (KMNR) 10

2015 (Grade 3) - Silver Medal at KMNR 11 - Gold Medal at Singapore and Asian Schools Maths Olympiad (SASMO) - Ruby Medal at Japan International Science and Math Olympiad (JISMO)

2016 (Grade 4) - Silver Medal at SASMO - Silver Medal at Math Kangaroo competition - Diamond Medal at JISMO - Emerald Medal at JISMO - Merit award at KMNR 12 - Silver Medal at International Singapore Maths Competition (ISMC) - Bronze Medal at Southeast Asian Mathematical Olympiads (SEAMO) - Silver Medal at World Math Invitational - 1st Place at Jakarta Schools Football Associations (JSFA) competition

2017 (Grade 5) - Silver Medal at International Competitions & Assessments for Schools (ICAS)- Mathematics - Silver Medal at ICAS - Science - Silver Medal at International Math Open For Young Achievers in Singapore (IMOYA) - Silver Medal at IMOYA - Individual - Gold Medal & Trophy at IMOYA – Team - Silver Medal at World Mathematics Invitational in Vietnam - 3rd Place in KMT Sakamoto 2017 My success in winning competitions comes from practicing everyday by myself even though my parents don't ask me to practice and thinking that Mathematics is like a fun game, so that I will not get bored easily and never give up.

My Idols are Carl Friedrich Gauss, Albert Einstein, Yi Shun Shin (이순 신) and Napoleon Bonaparte.

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prepared by Marcomm

MEET SVP TALENTED STUDENTS

IN YOUNG KWANG

MEET SVP TEACHERS SVP Counselor visit Ritsumeikan University

Name of Teacher Pak Delvi Education Background Master of Psychology Graduated from Universitas Persada Indonesia Y.A.I year 2015 Joining SVP since 2016 Teaching what subject Counseling

What occasion / name of the event and organized by who?

Ritsumeikan University Teacher Invitation Program 2017 Where and When did you join the event?

Osaka, Kyoto, Shiga, Japan in October 16 19, 2017 Who are the audience?

Counselors from 7 Indonesian IB schools Could you tell us your unforgettable experience at the event?

The entire trip was amazing. The environment is very clean and beautiful, especially Kyoto which is the former capital of Japan. The people were very friendly and I would love to live there. It was very interesting to eat the set meals because each item had to be eaten in a specific order. All the food was fresh, clean, and delicious.

Despite the wonderful food, I didn't see any obese people. Maybe this is because the food is very nutritious and healthy. In addition, the people are very active and walk everywhere. Every campus that I visited shows its commitment to students by providing them many resources, especially quiet places to study in every building. It was a unique experience being in a country where I could not speak the language or read any of the signs. I actually got lost in a shopping mall for 2 hours and could not find my way out or ask anyone for help. It was a wonderful experience for my first time travelling abroad.

Doomo arigato tomodachi

from SVP to Prof Ichiro GOMBI Ph.D. at Kinugasa Campus-Kyoto

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Dinner with Prof Gombi and Vice Presiden Ritsumeikan University

prepared by Marcomm

With Vice President Ritsumeikan University

PARENT SUPPORT GROUP PARENT SUPPORT GROUP Be Young on Top..!

A Message for our Teens in Career Day 2017 for Secondary

Happy World Teacher's Day...!

To raise awareness, understanding and appreciation of the important role that teachers play in education, PSG celebrated World Teacher's Day on the 5th of October 2017. It is a day to sincerely thank our teachers and tell them how much they mean to our children. We'd like to say that "Our child's future is so much brighter because of you. Thank you for being an outstanding teacher".

The ceremony was held in the foyer with Ibu Shanty as the MC. Opened with a prayer by Ibu Lucia, then followed by the poems recited by our lovely students representatives from ECE, Primary and Secondary who made the poems themselves dedicated to all SVP teachers. After they recited the poems, they gave them to the Principals. Thank you to Arzelio (Ey2 Jupiter), Bagas (6 Bali) and Afiel (12 Newton).

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After the poems recital we sang a song, led by Ibu Dona, to express our gratitude to all teachers. The songs were "Jasamu Guru" and "Guruku Tersayang". It was so very touching that some of us in the foyer couldn't hold back our tears. As PSG prepared a huge nasi tumpeng, Ibu Yustina cut the tumpeng as a symbol of the celebration and gave it to some of the representative teachers present. We also provided mini tumpeng for lunch to all teachers and staff of the school. The PSG members personally gave the mini tumpeng and greeted the teachers with a happy teacher's day. Thank you to Care Commission team, the representative Class Parents, Senior Management Team, and the representative teachers for attending the ceremony. Once again... to all SVP teachers, thank you for being our child's second parent and a fantastic mentor, you are the reason why ordinary students dream to do extraordinary things. Happy Teacher's Day!

By Vera Sisca for Care Commission

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A Health Talk:

Stroke – Prevention, Risk & Treatment The PSG - Parents' Sharing Session

T

his month, our health talk session was about strokes. This session was led by dr. Robert Loho SpS (neurologist) from Mitra Keluarga Bekasi Hospital. Strokes are the number one killer in Indonesia and the top cause of human disability in the world. Strokes can happen to anyone even when the young. Nowadays, we could find many cases of young people who had a stroke, and it is one of our concerns and took this matter as our health talk topic. The session was opened by the prayer by Ibu Dian and then followed by the presentation of Mitra Keluarga Bekasi Hospital by Ibu Augustine as the Marketing Manager.

The definition of a stroke is a condition when the blood flow to the brain is interrupted by blocked or a burst blood vessel. Dr Robert explained that strokes can happen if we have the risk factors, they are hypertension, diabetic mellitus, heart diseases, cholesterol, triglyceride, uric acid, smoking habit, alcohol, obesity and stress. He explained about the types of stroke, the symptoms, from the beginning symptoms and the progress it'd be a stroke. Two types of strokes are Hemorrhagic and nonHemorrhagic stroke. A stroke has symptoms as follows: feel weak in one side of body, become numb, unable to speak well and clearly, cannot see focus, unbalance, throw up, cannot feel, snore and unconscious.

And at the end of his presentation, Dr Robert told us how to prevent this disease, by considering 41

about our lifestyle, knowing whether we have the risk factors and do control about it by doing the medical check, manage our dietary habit, having a healthy food, manage our physical activity, controlling our weight and manage stress. The main thing is to make sure that we're not having those risk factors by having the healthy lifestyle.

The session was continued by the question and answer session, led by our lovely MCs Ibu Opi and Ibu Andhyni. Many enthusiastic parents who took part in the Q&A session, and we had to apologize so the MCs had to limit the number of the questions due to limited time. There were 70 participants who joined this session, and we had 8 lucky Moms who won the door prices sponsored by Mitra Keluarga Bekasi Hospital and PSG. This session gave us more information and knowledge to knowing more about stroke and the important thing is what we should do to avoid this disease.

Thank you to dr. Robert Loho SpS and Ibu Augustine from Mitra Keluarga Bekasi Hospital, thank you to Pak Liam and SVP team, the Education Commission team, and of course to all SVP Parents who joined this session and your continuous support to our programs. See you in our next sessions. Happy Healthy Life..!

By Lucia Rita for Education Commission

'Ziarah' to Gua Maria Santo Albertus PSG – Rosary Moms

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ctober is a month of Rosary by the Rome Catholic church, and our Rosary Prayer Moms was held a 'Ziarah Gua Maria', this time we visit St Albertus Church in Taman Harapan Indah Bekasi. There were 12 parents who joined this trip.

We prayed the rosary together and turned up some candles as our prayer to God. After the rosary prayer, we continued to walk around the church. It was a quite big Church, and because a mass was on in the church, we couldn't get in to do the prayer. Then, as usual, we continue the journey for culinary trip for our lunch. This time we went to Aeon mall in Jakarta Garden City, Cakung. We had lunch together there and spent some time to chit chat.

Thank you to all Rosary Moms who joined this trip, and see you again in our rosary prayer in November. God bless you all.

By Astri Dona Barus For Care Commission

PSG REGULAR ACTIVITIES Hi Parents, Thank you for your continuous support for our regular activities, and below is our schedule for November 2017's Regular Activities:

Morning YOGA Day Time Venue PIC

: : : :

Every Tuesday 08.00 - 09.15 am Multipurpose Gymnasium Room, SVP South Wing, 2nd Fl Ibu Meilan (0813-19338499)

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Pengajian Tausyiah Day/Date Time Venue PIC

: : : :

Tuesday, 21 November 2017 08.30 - 10.00 am VEC 3rd Floor.

Ibu Rini (0811-897991)

Unity Prayer (Persekutuan Doa) Day/Date Time Venue PIC

: : : :

Friday, 24 November 2017 08.30 - 10.00 am VEC 3rd Floor Ibu Vera (0812-90273427)

Rosary Prayer (Doa Rosario) Day/Date Time Venue PIC

: : : :

Friday, 24 November 2017 08.00 - 09.15 am VEC Lobby Siwi (0812-9982005), Lucia (0851-01295478)

Please don't hesitate to come and join us, for further information please kindly contact the person in charge.

Let's join us..!

PSG SVP

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EVENT PICTURES Grade 6 Art Exhibition 3 October 2017

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RESEARCH SUMMARY International Baccalaureate Middle Years Programme: Student social-emotional well-being and school success practices Based on a research report prepared for the IB by: Grace Skrzypiec, Helen Askell-Williams, Phillip Slee and Adrian Rudzinski Flinders University August 2014

Background

Research design

This research by Flinders University explored the well-being of International Baccalaureate (IB) Middle Years Programme (MYP) students. Generally defined, individuals can be said to possess a state of well‑being when they have the psychological, social and physical resources they need to meet a particular psychological, social and/or physical challenge (Dodge, Daly, Huyton, Sanders 2012).

The objective of the study was to assess the social, emotional and psychological well-being of MYP students. A mixed method design was used to address the research questions, including measures that provide an indication of students’ flourishing; social, emotional and psychological well-being; mental ill-health; empathy; global self-concept; reflection; resilience; relationships; and school satisfaction.

The philosophy underpinning the IB, which encompasses a holistic view of education, has deep connections with the ideas behind not only personal achievement in the academic sphere, but also social and emotional learning. More particularly, social and emotional learning is considered to play a key role in the MYP curriculum to develop knowledgeable, balanced and caring students.

Due to the broad conceptualization of well-being in the academic community, three different, but complementary, measures were selected to determine the well-being of MYP students. Diener et al’s (2009) Flourishing Scale and Keyes’s (2006) Mental Health Continuum enabled two separate measures of flourishing, each using different indicators. Meanwhile Keyes’s Mental Health Continuum and Liddle and Carter’s (2010) Stirling Children’s Well-being Scale enabled measures of languishing and poor mental health. The latter two scales also allowed for measures of moderate mental health (a state of well-being where individuals are considered to be functioning satisfactorily), positive outlook and the emotional states of respondents.

Research suggests that supporting the socialemotional development of students in the middle years enhances academic and social outcomes for individuals, not only during schooling, but also later in life (see Durlak, Weissberg, Dymnicki, Taylor, Schellinger 2011). However, studies undertaken to assess levels of social-emotional well-being among students completing IB programmes (Tan, Bibby 2011) are sparse. To contribute further knowledge to this important area, the current study used validated and commonly used instruments to measure the well-being of students enrolled in the MYP.

Measures of these constructs were combined into the 144 item Well-being Questionnaire (WBQ). This questionnaire was administered to students in term 3 of 2013, following a small pilot study used to refine the survey, for example, by ensuring questions were suitable for Australian adolescents. The average age of questionnaire participants was 13.9 years (SD=1.3).

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Measure

Total Proportion

Males

Females

Flourishing Scale (Diener et al)

Flourishing (FloS)

55.3%

59.8%

50.9%

Mental Health Continuum (Keyes) (Composite measure)

Flourishing (MentHC)

54.1%

59.7%

47.8%

Moderate Mental Health (MentHC)

39.7%

36.0%

44.0%

Languishing (MentHC)

6.1%

4.4%

8.1%

Poor mental health (StirCWB)

8.4%

5.2%

12.0%

Positive Emotional State (StirCWB) - always

52.4%

58.3%

45.8%

32.2%

27.6%

37.4%

60.1%

66.9%

52.4%

35.6%

33.1%

38.4%

Stirling Children’s Well-being Scale (Liddle, Carter)

- sometimes Positive Outlook (StirCWB) - always - sometimes Table 1. Summary of well-being findings

Staff interviews (n=13) and student focus groups (n=49) were also conducted. In total 1,930 MYP students and 13 staff from 8 South Australian MYP schools (2 Catholic, 3 government and 3 independent schools) participated in the study. Statistical methods, consisting of parametric and non-parametric tests, were employed to analyse data collected from the WBQ. These included confirmatory factor analysis, descriptive statistics, effect size, multiple indicators multiple causes (MIMIC) and structural equation modelling (SEM).

Findings Taken together, the findings suggest that MYP schools are helping to build the empathy, global self-concept, peer relationships, school relationships, self-reflection, resilience and confidence of MYP students. Only a small proportion of MYP students showed poor levels of well-being.

MYP students classified as flourishing, moderately mentally healthy and languishing According to the researchers, more than half of the MYP students were flourishing using Diener et al’s (2009) Flourishing Scale (“flourishing” involves functioning effectively and feeling good about oneself ). Results from this scale indicated that 55.3% of MYP students were flourishing, using an assigned cut-off score of 40. In addition, a composite measure using selected items from Keyes’s (2006) Mental Health

Continuum (MHC) classified 54.1% MYP students as flourishing, indicating that the results from the two measures were consistent on this concept. Keyes’s MHC also showed that nearly two in five (39.7%) MYP students could be described as having moderate mental health. Overall, 54–55% of MYP students were flourishing and a total of 92–94% had moderate well-being or were flourishing (see Table 1). A similar study by Keyes’s (2006) of 1,234 American young people aged 12–18, found that 38% were flourishing, 6% were languishing and the remainder (56%) were moderately mentally healthy. Results from Keyes’s MHC and the Stirling Children’s Well-being Scale suggest that approximately 6–8% of MYP students in the study could be identified as languishing.

Positive outlook and positive emotional state Liddle and Carter’s (2010) Stirling Children’s Well-being Scale includes two subscales which measure positive outlook and positive emotional state. Analysis of these subscales on the WBQ found that over half (60.1%) of MYP students were experiencing a positive outlook and just over half (52.4%) were experiencing a positive emotional state “quite a lot” or “all of the time”. Furthermore, an additional 32.2% and 35.6% of MYP students were experiencing a positive outlook or positive emotional state respectively “sometimes” (see Table 1). Overall, the well-being of 91.6% of MYP students was above the cut-off level of poor mental health.

Research summary: International Baccalaureate Middle Years Programme: Student social-emotional well-being and school success practices

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Mental ill-health and gender differences The Strengths and Difficulties Questionnaire (SDQ) (Goodman 1997) was used as a screening instrument on the WBQ to identify indicators of mental illhealth among students. When males and females were divided into age groups, a comparison with Australian norm data found that, with one exception (specifically females aged 14–16), MYP students’ SDQ scores fell within the normal range of mental health.

However, for a small group of females in the upper years of MYP, emotional symptoms and total SDQ scores were “of concern” as these scores fell outside of one standard deviation from the Australian means for this age group of females. Indeed, male and female MYP students were found to differ on nearly all measures included in the WBQ, with males’ selfreported scores generally higher than that of females.

Males were more likely than females to flourish, to have a positive outlook and a positive emotional state, while females were more likely to languish or have moderate mental health. These findings are consistent with a growing body of research indicating that adolescent females nationally and internationally are reporting more mental health challenges than boys. The study suggests that the social and emotional disposition of females should be monitored, particularly across the upper years of the MYP, and appropriate interventions initiated when necessary.

Student ratings of empathy, self-concept, reflection and resilience Student attributes considered to be associated with well-being were also examined in the study. These included cognitive and affective empathy, global self-concept, self-reflection, relationships and resilience. Overall, nearly one quarter of MYP students indicated high levels of empathy. Affective empathy1 was present in just over half of the MYP students.

Other results concerning student self-concept, reflection and resilience showed that: • just over half (52.2%) of MYP students reported that the descriptors of affective empathy were “very” of “fairly” like them

• nearly two in five (39.4%) MYP students reported that indicators of cognitive empathy were “very” or “fairly” like them • more than half (61.0%) of MYP students reported a positive sense of global self-concept “always” or “most of the time”; moreover, the proportion was 90.5% when including students who report a positive global self-concept “sometimes” (29.5%) • nearly three-quarters (74.6%) of MYP students in the sample indicated that they were engaging in self-reflection • just over half (53.3%) of MYP students reported that they felt resilient “often” or “nearly all the time”. The resilience levels of MYP students were comparable with those found by Lim et al (2011) in 190 adolescents, aged 12–16, from a public mainstream secondary school in Singapore.

Student satisfaction with school Measures of student satisfaction included on the WBQ indicated that most MYP students were happy (approximately 70%) and satisfied (approximately 80%) with school. The researchers found that most MYP students reported that they enjoyed school (72%), enjoyed learning (69.7%), felt supported by their school (70.8%) and had a sense of fellowship at school (80.1%). Nearly one in five (19.2%) MYP students reported being bullied once a week or more often. This number was slightly lower than the 22.7% of South Australian students of similar age reported in a study by Slee (2005).

An open-ended question on the WBQ asked students to draw a picture or write about how their school helps them to be successful. Of the responses, just over four in five (82.2%) provided positive comments about the school, while 6.2% were negative, and 11.0% were pictures or remarks which could not be classified as positive or negative, but were considered “mixed”. These results were reinforced in focus groups with students where, as the following quote illustrates, it was generally acknowledged that schools and teachers make an effort to support students:

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According to Van der Graaff et al, (2013) “cognitive empathy, or perspective taking, can be defined as the awareness and understanding of another’s emotion” (p. 1), while affective empathy is associated with vicarious experiences that are consistent with what another person is feeling.

Research summary: International Baccalaureate Middle Years Programme: Student social-emotional well-being and school success practices

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There’s teachers such as you know, particular teachers at school that if they see you looking unhappy or sad or just unwell, they’ll ask are you OK? Do you need to talk? ... and many teachers are like that. If they think there is something wrong they will almost always jump in to check. (Female, year 9) Nonetheless, while students felt that most teachers were supportive and caring, they also noted that not all teachers matched this profile. Moreover, despite the schools’ efforts, some students, particularly males in the upper years, felt reluctant to make use of the social and emotional support that was available to them.

School well-being programmes and approaches Interviews with MYP staff undertaken at each of the eight participating schools provided a valuable opportunity to investigate the well-being programmes and approaches being implemented by MYP schools. These indicated that student well-being was considered important and was being actively addressed by IB schools. School personnel revealed that a variety of well-being programmes were delivered, including whole year-level approaches, such as orientation and transition programmes for year 6 or year 8 students that aimed to assist students in developing friendships and social skills. Staff also reported that there were times when programmes were used to support different groups of students within year levels. For instance, at one school males and females were separated for some sessions: Sometimes we split them into girls and boys separately. So for example this year the year 8 and 9 girls were separate for a period of four lessons, where they looked at the sexualisation of girls in the media, and how media considers what is beautiful.

And the boys did a four-week session called “Revved Up For Boys”, and so they were looking at how they can manage their anger when their anger starts to become overwhelming, so what is it that they

Additionally, other programmes were provided for students needing extra support. These programmes were generally voluntary, although as one participant pointed out, particular students were invited and encouraged to participate: ... two programmes are voluntary programmes, so they’re run after school, so students have to opt in basically, but on occasions we might recommend to students’ parents that some students might benefit from being involved as well. (Head of Middle School) School success practices Finally, qualitative interviews with staff were used to identify a number of enablers of success in MYP schools. Success practices described by staff included providing a safe and secure environment, attending to student well-being, ensuring good relationships with students and parents, empowering students, building student skills, possessing a culture of success, having a collaborative staff and supporting students with resources. Staff generally attributed external factors, such as parent and student characteristics and expectations, as barriers to success.

Summary Overall, this exploratory study has provided a wealth of information about MYP students’ well-being in association with a range of indicators, including global self-concept, resilience and relationships.

While, on the whole, the results indicate that MYP students are faring well, the study shows that female students, and particularly those in the upper years of the MYP, warrant special attention if their social and emotional needs are to be addressed. The findings from this research can be used to inform future MYP initiatives aimed at enhancing student socialemotional well-being. Furthermore, this study was conducted prior to the introduction of MYP: The next chapter, which has an enhanced focus on student social and emotional outcomes. The present study therefore also provides a baseline for comparative purposes.

need to do to make sure that they don’t explode.

(MYP coordinator)

Research summary: International Baccalaureate Middle Years Programme: Student social-emotional well-being and school success practices

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