SEKOLAH MONTE SIENNA

Creating Learners to Become Leaders!

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       Admissions open for the academic year 2023-2024 in PYP, Middle Years and SMA.                  Sekolah Monte Sienna is proud to be an authorized IB PYP World School.                                Enrolment for class 2023/24 is underway!               Sekolah Monte Sienna is proud to be an IB MYP candidate school.

Middle Year Program
at Sekolah Monte Sienna

Sekolah Monte Sienna is a Candidate School* for the IB MYP. The school is pursuing authorization as an IB World School. These are schools that share a common philosophy— a commitment to high quality, challenging, international education that Sekolah Monte Sienna believes is important for our students.

 

*Only schools authorized by the IB Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme, or the Career-related Programme (CP). Candidate status give no guarantee that authorization will be granted. For further information about the IB and its programmes, visit www.ibo.org  

 

The pedagogical principles as expressed in the IB Middle Years Programme provides a curriculum which allows students to develop the knowledge, attitudes and skills they need to participate effectively in life in the twenty-first century. The concept of balance is fundamental to the programme in a number of ways.

 

The programme provides learning in a broad base of disciplines to ensure that students acquire the knowledge and skills necessary to prepare for the future.

 

The course objectives include skills and processes as well as a framework of concepts; the aim is to ensure that students are not only knowledgeable about a subject area, but also develop a genuine understanding of principles and an ability to apply these in new contexts, in preparation for further learning. Students participating in the Middle  Year Program as Monte Sienna :

– build confidence in managing their own learning

– learn by doing, connecting the classroom to the larger world

– according to IB “outperform non-IB students in critical academic skills”

– according to IB “have greater success in IB Diploma Programme examinations”

– develop an understanding of global challenges and a commitment to act as responsible citizens.

 

The MYP builds on the knowledge, skills and attitudes developed by the IB Primary Years Programme (PYP), and prepares students for the demanding requirements of  further studies and life beyond college

 

The MYP from IB, which Sekolah Monte Sienna wholeheartedly imbibes in its teaching learning processes, emphasizes the development of the whole child: affective, cognitive, creative and physical; its effective implementation depends on the school’s concern for the whole educational experience, including what children learn outside the classroom.

 

IB MYP on which Middle year of Sekolah Monte Sienna’s pedagogy rests

The MYP is an educational framework that requires students to study in eight subject groups — two languages, humanities, sciences, mathematics, arts, physical education, and technology — in each of the five years the programme lasts.

 

The International Baccalaureate (IB) Middle Years Programme (MYP) emphasises intellectual challenge.

It encourages students aged 11 to 16 to make practical connections between their studies and the real world, preparing them for success in further study and in life. It aims to develop active learners and internationally minded young people who can empathize with others and pursue lives of purpose and meaning.

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

Group 1
Language and
Literature
Group 1

Language and Literature (English)

A: ANALYSING

Students should be able to:

  • ▪ Analyze the content, context, language, structure, technique and style of text(s) and the relationship among texts;
  • ▪ Analyze the effects of the creator’s choices on an audience;
  • ▪ Justify opinions and ideas, using examples, explanations and terminology;
  • ▪ Evaluate similarities and differences by connecting features across and within genres and texts.

 

B: ORGANIZING

Students should be able to:

  • ▪ Employ organizational structures that serve the context and intention;
  • ▪ Organize opinions and ideas in a sustained, coherent and logical manner;
  • ▪ Use referencing and formatting tools to create a presentation style suitable to the context and intention.

 

C: PRODUCING TEXT

Students should be able to:

  • ▪ Produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process;
  • ▪ Mak stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience;
  • ▪ Select relevant details and examples to develop ideas.

 

D: USING LANGUAGE

Students should be able to:

  • ▪ Use appropriate and varied vocabulary, sentence structures and forms of expression;
  • ▪ Write and speak in a register and style that serve the context and intention;
  • ▪ Use correct grammar, syntax and punctuation;
  • ▪ Spell and pronounce with accuracy;
  • ▪ Use appropriate non-verbal communication techniques.
Group 4
Sciences
 
Modal Title

Sciences

A: KNOWING & UNDERSTANDING

Students should be able to:

  • ▪ Explain scientific knowledge;
  • ▪ Apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations;
  • ▪ Analyze and evaluate information to make scientifically supported judgments.

 

B: INQUIRING & DESIGNING

Students should be able to:

  • ▪ Explain a problem or question to be tested by a scientific investigation;
  • ▪ Formulate a testable hypothesis and explain it using scientific reasoning;
  • ▪ Explain how to manipulate the variables, and explain how data will be collected;
  • ▪ Design scientific investigations.

 

C: PROCESSING & EVALUATING

Students should be able to:

  • ▪ Present collected and transformed data;
  • ▪ Interpret data and explain results using scientific reasoning;
  • ▪ Evaluate the validity of a hypothesis based on the outcome of the scientific investigation;
  • ▪ Evaluate the validity of the method;
  • ▪ Explain improvements or extensions to the method.

 

D: REFLECTING ON THE IMPACTS OF SCIENCE

 Students should be able to:

  • ▪ Explain the ways in which science is applied and used to address a specific problem or issue;
  • ▪ Discuss and evaluate the various implications of the use of science and its application in solving a specific problem or issue;
  • ▪ Apply communication modes effectively;
  • ▪ Document the work of others and sources of information used.
Group 7
Design
 
Modal Title

Design

A: INQUIRING & ANALYSING

Students should be able to:

  • ▪ Explain and justify the need for a solution to a problem for a specified client/target audience;
  • ▪ Identify and prioritize the primary and secondary research needed to develop a solution to the problem;
  • ▪ Analyze a range of existing products that inspire a solution to the problem;
  • ▪ Develop a detailed design brief that summarizes the analysis of relevant research.

 

  1. DEVELOPING IDEAS

Students should be able to:

  • ▪ Develop a design specification that clearly states the success criteria for the design of a solution;
  • ▪ Develop a range of feasible design ideas that can be correctly interpreted by others;
  • ▪ Present the final chosen design and justify its selection;
  • ▪ Develop accurate and detailed planning drawings/diagrams and outline the requirements for the creation of the chosen solution.

 

 

C: CREATING THE SOLUTION

Students should be able to:

  • ▪ Construct a logical plan, which describes the efficient use of time and resources, sufficient for peers to be able to follow to create the solution;
  • ▪ Demonstrate excellent technical skills when making the solution
  • ▪ Follow the plan to create the solution, which functions as intended
  • ▪ Fully justify the changes made to the chosen design and plan when making the solution
  • ▪ Present the solution as a whole, either In electronic form, or through photographs of the solution from different angles, showing details.

 

D: EVALUATING

Students should be able to:

  • ▪ Design detailed and relevant testing methods, which generate data, to measure the success of the solution;
  • ▪ Critically evaluate the success of the solution against the design specification;
  • ▪ Explain how the solution could be improved;
  • ▪ Explain the impact of the solution on the client/target audience.
Group 2
Language
Acquisition
Modal Title

Language Acquisition (Mandarin)

 A: COMPREHENDING SPOKEN & VISUAL TEXT

Students should be able to:

  • ▪ Listen for specific purposes and respond to show understanding;
  • ▪ Interpret visual text that is presented with spoken text;
  • ▪ Engage with the text by supporting opinion and personal response with evidence and examples from the text.

 

B: COMPREHENDING WRITTEN & VISUAL TEXT

Students should be able to:

  • ▪ Read for specific purposes and respond to show understanding;
  • ▪ Interpret visual text that is presented with written text;
  • ▪ Engage with the text by supporting opinion and personal response with evidence and examples from the text.

 

C: COMMUNICATING IN RESPONSE TO SPOKEN, WRITTEN & VISUAL TEXT

 Students should be able to:

  • ▪ Interact and communicate in various situations;
  • ▪ Express thoughts, feelings, ideas, opinions and information in spoken and written form;
  • ▪ Speak and write for specific purposes.

 

D: USING LANGUAGE IN SPOKEN & WRITTEN FORM

Students should be able to:

  • ▪ Organize and express thoughts, feelings, ideas, opinions and information in spoken and written form;
  • ▪ Develop accuracy when speaking and writing in the target language.
Group 5
Mathematics
 
Modal Title

Mathematics

A: KNOWING & UNDERSTANDING

Students should be able to:

  • ▪ Select appropriate mathematics when solving problems;
  • ▪ Apply the selected mathematics successfully when solving problems;
  • ▪ Solve problems correctly in both familiar and unfamiliar situations in a variety of contexts.

 

B: INVESTIGATING PATTERNS

Students should be able to:

  • ▪ Select and apply appropriate mathematical problem-solving techniques to discover complex patterns;
  • ▪ Describe patterns as general rules consistent with findings;
  • ▪ Prove, or verify and justify, general rules.

 

C: COMMUNICATING

Students should be able to:

  • ▪ Use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations;
  • ▪ Use appropriate forms of mathematical representation to present information;
  • ▪ Move between different forms of mathematical representation;
  • ▪ Communicate complete, coherent and concise mathematical lines of reasoning;
  • ▪ Organize information using a logical structure.

 

D: APPLYING MATHEMATICS IN REAL-LIFE CONTEXTS

Students should be able to:

  • ▪ Identify relevant elements of authentic real-life situations;
  • ▪ Select appropriate mathematical strategies when solving authentic real-life situations;
  • ▪ Apply the selected mathematical strategies successfully to reach a solution;
  • ▪ Justify the degree of accuracy of a solution;
  • ▪ Justify whether a solution makes sense in the context of the authentic real-life situation.
Group 8
Physical and
Health Education
Modal Title

Physical & Health Education

A: KNOWING & UNDERSTANDING

Students should be able to:

  • ▪ Explain physical health education factual, procedural and conceptual knowledge;
  • ▪ Apply physical and health education knowledge to analyze issues and solve problems set in familiar and unfamiliar situations;
  • ▪ Apply physical and health terminology effectively to communicate understanding.

 

B: PLANNING FOR PERFORMANCE

Students should be able to:

  • ▪ Design, explain and justify plans to improve physical performance and health;
  • ▪ Analyze and evaluate the effectiveness of a plan based on the outcome.

 

C: APPLYING & PERFORMING

Students should be able to:

  • ▪ Demonstrate and apply a range of skills and techniques effectively;
  • ▪ Demonstrate and apply a range of strategies and movement concepts;
  • ▪ Analyze and apply information to perform effectively.

 

D: REFLECTING & IMPROVING PERFORMANCE

Students should be able to:

  • ▪ Explain and demonstrate strategies that enhance interpersonal skills;
  • ▪ Develop goals and apply strategies to enhance performance;
  • ▪ Analyze and evaluate performance.
Group 3
Individuals and
Societies
Modal Title

Individuals & Societies

A: KNOWING & UNDERSTANDING

Students should be able to:

  • ▪ Use terminology in context;
  • ▪ Demonstrate knowledge and understanding of subject-specific content and concepts through developed descriptions, explanations and examples.

 

B: INVESTIGATING

Students should be able to:

  • ▪ Formulate a clear and focused research question;
  • ▪ Formulate and follow an action plan to investigate a research question;
  • ▪ Use research methods to collect and record relevant information;
  • ▪ Evaluate the process and results of an investigation.

 

C: COMMUNICATING

Students should be able to:

  • ▪ Communicate information and ideas using an appropriate style for the audience and purpose;
  • ▪ Structure information and ideas in a way that is appropriate to the specified format;
  • ▪ Document sources of information using a recognized convention.

 

D: THINKING CRITICALLY

Students should be able to:

  • ▪ Discuss concepts, issues, models, visual representation and theories;
  • ▪ Synthesize information to make valid arguments;
  • ▪ Analyze and evaluate a range of sources/data in terms of origin and purpose, examining values and limitations;
  • ▪ Interpret different perspectives and their implications
Group 6
The Arts
 
Modal Title

Arts - Music and Visual Arts

From Grade 7 – 9, all students study Art, Music and Design  at Sekolah Monte Sienna.  Students pursue to ensure that they develop the range of skills and techniques over the course of the MYP years.

 

A: KNOWING & UNDERSTANDING

Students should be able to:

  • ▪ Demonstrate knowledge and understanding of the art form studied, including concepts, processes and the use of subject-specific terminology.
  • ▪ Demonstrate an understanding of the role of the art form in original or displaced contexts
  • ▪ Use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork.

 

B: DEVELOPING SKILLS

Students should be able to:

  • ▪ Demonstrate the acquisition and development of the skills and techniques of the art form studied;
  • ▪ Demonstrate the application of skills and techniques to create, perform and/or present art.

 

C: THINKING CREATIVELY

Students should be able to:

  • ▪ Develop a feasible, clear, imaginative and coherent artistic intention;
  • ▪ Demonstrate a range and depth of creative-thinking behaviors;
  • ▪ Demonstrate the exploration of ideas to shape artistic intention through to a point of realization.

 

D: RESPONDING

Students should be able to:

  • ▪ Construct meaning and transfer learning to new settings;
  • ▪ Create an artistic response which intends to reflect or impact on the world around them;
  • ▪ Critique the artwork of self and others.
  • Students study six academic subjects at an advanced level (Honors or AP) including Language and Literature, Foreign Language (Spanish, French, Mandarin Chinese, or Japanese), Math, Science, Individuals and Societies, and Visual or Performing Arts.
  • Courses are designed to eliminate the barrier between subjects, so that students understand that everything they learn, regardless of content, is related.
  • These courses are designed to build towards the more challenging Diploma Program.
  • Students will be required to take action through service learning projects that are built into subject unit plans.
  • Students will complete a culminating project during their sophomore year called the Personal Project. The Personal Project is a unique experience in that the student chooses what they want to do, with very few limitations, and they design the whole thing from start to finish.

What is the MYP PROGRAM FRAMEWORK?

 

MYP KEY CONCEPTS      

Conceptual understanding is the starting point of all MYP coursework. All MYP subjects have shared key concepts and disciplinary related concepts that are explored in the course of a unit of inquiry. The disciplinary knowledge and skills provide a means of enriching understanding and applying multiple methods of exploring these concepts from disciplinary perspectives. MYP teachers understand that the knowledge and skills in their subjects are malleable in the 21st century, while the concepts that inform the knowledge and skills are immutable.

The MYP Global Context

 

Identities and Relationships

Who am I? Who are we?:

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

Orientation In Space and Time

Where we are in place and time ! What is the meaning of when and where?: 

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

Personal and Cultural Expression

How we express ourselves. What is the nature and purpose of creative expression ?:

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

Scientific and Technical Innovation

How the world works! How do we understand the worlds in which we live?:

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

Globalization and Sustainability

How we organize ourselves ! How is everything connected?:

An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

Fairness and Development

Sharing the planet !  What are the consequences of our common humanity?

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

 

MYP APPROACHES TO LEARNING SKILLS (ATLs)

Certain skills that productive, knowledgeable and effective individuals need transcend any specific discipline. These skills are called our approaches to learning (ATL) skills. Regardless of the subject or the contexts of study, MYP teachers share the responsibility of providing MYP students with opportunities to reflect on, learn and practice strategies that help them cultivate and refine these skills over the course of the MYP and to prepare them for the demands of  Higher Garde Program.

ASSESSMENT TASKS

In order to meet these objectives, teachers may meet the requirements through a variety of means (performances, projects, quizzes/tests, presentations and investigations) and through both individual and collaborative formats. Teachers collect this range of data from formative and summative tasks.

Sekolah Monte Sienna’s MYP assessment is criteria-related. Each subject organizes the IB MYP objectives into 4 criteria clusters which are further distributed over a range of achievement levels in a “rubric” or table format. Throughout an MYP unit of inquiry, a teacher collects a range of different assessments in many different formats from checklists, tracking points, anecdotal records and criteria-related assessment tasks (i.e. formative tasks). In MYP courses, all summative assessments must follow criteria-related assessment practices.

Through discussions in-class, written task specifications, and/or modified task-specific rubrics teachers provide clarification to the students on what is expected in a summative assessment task. This guidance is prepared or delivered in advance in order for students to set goals, plans appropriately, and provide reference as they complete the tasks.

At the end of a grading period, the teacher reviews the records of each individual student’s performance in criteria-related tasks only, and using a “best fit” approach, the teacher decides on the overall achievement level. The teacher references the IB MYP descriptors and the IB MYP objectives to determine the “best fit” within the range of 0-8 achievement levels in each criterion that best describe the student’s performance. Only when all 4 of the criteria levels are entered will the student receive an overall IB MYP 1-7 Grade on the SMS report card.

SMS teachers’ “best fit” judgments are informed by assessed tasks supplied by the IBO, in-school guidance from their  MYP Coordinator, and internal standardization practice sessions within SMS subject departments held throughout the year.

Middle school teachers at Sekolah Monte Sienna organize the curriculum of the 8 Subject groups with appropriate attention to:

 

Teaching and learning in context

Conceptual understanding

Approaches to learning (ATL Skills)

Service as action (community service)

Language and identity

Interdisciplinary teaching and learning

Criteria based assessment and rigorous points based assessment of knowledge and skills.

Aligned with SMS Batam school policies.

Differentiated learning environment in the class for maximal benefit 

Support for continued development of the students Mother Tongue.
Develop IB Learner profile.

Steps in MYP Overall Assessment:

  1. MYP Teachers collect data on criteria-related tasks throughout the year.
  2. When a report is required, a teacher uses the “best fit” approach to reach an overall criteria-related level for each student based on the data they have collected and in conjunction with the IB MYP general rubrics.
  3. The criteria total is converted using the conversions provided by the IB to arrive at the MYP GRADE.
  4. The descriptor for the MYP Grade should accurately describe the student’s overall performance for the grading period.
  5. If the descriptor does not describe the student, the teacher needs to moderate and review his/her assessment practices with the MYP Coordinator.

We believe our students 

  • deserve the best possible preparation for the SMA in Grades 10 to 12.
  • should explore their passions by completing a Personal Project in Grade 9.
  • are communicators, in both their mother tongue and in multiple foreign languages.
  • need to explore Indonesia & the city of Batam as a classroom.
  • learn through service to others.

Sekolah Monte Sienna will be applying to be a candidate school for the International Baccalaureate  Middle Year Programme(IBMYP) that will enable students to build upon the skills and learning developed in the IB Primary Years Programme. Monte Sienna  aims to connect the classroom content to the wider world and to offer a student-centric learning environment.

 

What Is Special about the Middle Years Programme (MYP) at Monte Sienna?

Monte Sienna School is a leading  school in Batam for a number of reasons. One of which is that its educational philosophy is not justone that embodies  the ideals emanating from the Pancasila, but it also embraces a framework required for  21st century learners.

The second reason is that as a leading school in Batam when it comes to international standards, Monte Sienna offers the IBPYP Curriculum to our primary and junior high while Pearson Edexcel to our senior high students. With two outstanding international standard based curricula, Monte Sienna is able to provide you a an unparrelleded commitment in preparing child for success.

Thirdly, as a small school we are able and do offer students the care and support that is needed to ensure both academic and social success. Teachers undergo regular internal and external Professional Development equipping them with the skills that are heeded in and outside of the classroom.

Finally, Batam is an island that looks out beyond the borders of Indonesia and as one of the most important hubs in Indonesia we utilise that in our education for students. This means we look deeply into the aspects of Batam, it’s communications, its people its trade etc, enabling real world and tangible experiences that students understand and can explore further through inquiry.

SERVICE AS ACTION IN THE MYP

The Middle Years Program at Sekolah Monte Sienna requires students in Grades 7-10 to engage in and reflect upon meaningful service learning projects and activities during each of the five years of the program. The scope and sequence of these activities is developed by grade level teams working together. Interdisciplinary units develop student knowledge, attitudes and skills that allow for meaningful student action in response to students’ own needs and the needs of others.

https://www.ibo.org/programmes/middle-years-programme/

In Sekolah Monte Sienna we offer-
–  An IB Primary Years Programme for 3 to 12 Years Old.
–  The Monte Sienna Middle Years Programme for 12 to 15 Years Old.
–  Senior High School From 15 to 18 Years Old.

Sekolah Monte Sienna

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