The vision of the MI Ma’arif NU Pucang Sidoarjo East Java Indonesia is graduated learners to International knowledge, develop natural curiosity, religions, habbit to workship, and create a better peacefull in the world.
Create critical thinkers, communicators, reflection, and open-minded in the global society
The international school of MI Ma’arif NU Pucang Sidoarjo Indonesia believe that:
The International Baccalaureate Primary Years Programme
The International school of MI Ma’arif NU Pucang Sidoarjo is commited to implement International Baccalaureate Programme (IB) in the primary years programme (PYP) is followed from grade 1 to 5. MI Ma’arif NU Pucang Sidoarjo Indonesia was officially authorized become candidate IB School in September 2015 and since then has understanding International Baccalaureate Programme. IB assign Mida Ahmad From Nagoya Japan become consultant to help implement IB Programme better and successfully.
PYP curriculum guide of MI Ma’arif NU Pucang Sidoarjo Indonesia arranged to integrated nasional and International Curriculum that learning is engaging, relevant, challenging. The school follows a transdiciplinary modal, where by a themes of global significant frame the learning throughout the Primary Years.
In the primary school opportunitie to share experience between students, teachers and parents are a critical element in developing a sense of International. The PYP encourage students to become independent learners and MI Ma’arif NU Pucang encourage becomes them critical thinkers, communicators, reflective and open-minded in the global society.
The International Baccalaureate Learners Profile
The IB learner profile represents to develop inquiring, knowleageable, thinkers, communicators, principled, open-minded, caring, risk takes, balanced, reflective can create peacefull world and responsible nasional and global communities.
They develop natural curiosity, they got skill that develop inquiry rise and show individual in learning. They learn actively, enthusiasm and love of learning will be sustained throughout their lives.
We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical dicisions.
We express ourselve confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
We critically appreciate our own cultures and personal histories as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challeges and change.
We understand the importance of balancing different aspects of our lives – intellectual, physical, and emotional – to achieve well – being for ourselves and others. We recognize our independence with other people and with the world in which we live.
We thoughtfully consider the world and our own ideas and experience. We work to understand our strenghts and weaknesses in order to support our learning and personal development.
The aim of the PYP, to create a curriculum that is engaging, relevant, challenging and significant, is achieved through structured inquiry and the development of five essential elements: knowledge, concepts, skills, attitudes and action.
Knowledge – What do we want students to know?
While the PYP acknowledges the importance of traditional subject areas (language, mathematics, social studies, science, personal, social and physical education, and arts), it also recognizes the importance of acquiring a set of skills in context and of exploring content which transcends the boundaries of the traditional subjects and is relevant to students.
The PYP has six transdisciplinary themes that provide the framework for learning. These themes are globally significant and support the acquisition of knowledge, concepts and skills of the traditional subjects. They are revisited throughout the students’ time in the PYP.
Concepts – What do we want the students to understand?
Through the units of inquiry the students explore eight key concepts which support the inquiry process. The exploration of concepts leads to a deeper understanding and allows students to easily transfer knowledge learnt in one area of the curriculum to another. Concepts are revisited throughout the year and across the grades ensuring a deepening of conceptual understanding.
Skills : What do we want students to be able to do?
Throughout their learning in the Primary School, students acquire and apply a set of skills which are valuable not only for the teaching and learning that goes on within classroom but also in life outside the school. The PYP identifies five sets of transdisciplinary skiils :
Attitudes : What do we want students to value and demonstrate?
In addition to developing the attributes of the Learner profile, the Primary School encourage students and adults to develop the PYP Attitude that contribute to the well-being of the individual and of the group. Students develop personal attitudes towards people, the environment and learning. At MI Ma’arif NU Pucang we encourage : appreciation, commitment, confidence, cooperation, creativity, curiosity, emphaty, enthuasiasm, independence, integrity, respect, and tolerance.
Action : How do we want the students to act?
In the PYP , it is believed that education must extend beyond the intellectual to include not only socially responsible attitudes but also thoughful and appropriate action. Students at MI Ma’arif NU Pucang are encourage to take action as a result of their inquiry. Action can be a demonstrantion of a sense of responsibility and respect for themselves, others and the environment. Action usually begins in a small way but arises from genuine concern and commitment. Action as a result of learning may be considered the most significant summative assessment of the efficacy of the programme. Action often happens beyond the classroom, and teachers at MI Ma’arif NU Pucang are always keen to know about the action that the students take outside of school.