Curriculum

Curriculum Outline
Tzu Chi Secondary School is composed of grades 6-12. For academic work, the grades 6-10 follow the International Baccalaureate Middle Years Program (MYP) while grades 11 and 12 will follow the International Baccalaureate Diploma Program (DP). All students will follow a curriculum that prepares them for the Indonesian National examinations (UN) at the end of grade 9 and grade 12. This program provides one of the most highly respected and valued pathways for entry to top universities worldwide or in Indonesia.

Grade Level

Academic Program

6

 

 

7

IB Middle

 

8

Years

 

9

Program

UN exam ( SMP )

10

 

 

11

IB Diploma

 

12

Program

UN exam (SMA )

International Baccalaureate Middle Years Program (MYP) Curriculum Outline
The curriculum is specially designed for the unique learning needs of students aged 11-16 (Grades 7-10) at the time when they need to develop excellent learning skills and habits, whilst developing self-confidence and a thorough understanding of their academic subjects. This is called a ‘student centred approach’ that builds on traditional learning approaches in the classroom and combines it with the latest educational practices that high quality students are known to exhibit. Students will see the connections between academic disciplines.

Students study a wide range of subjects (History, Geography, PE, Design, Computers, Art) with an emphasis on the core subjects of Maths, Languages and Science. They will also complete a Personal Project (in Grade 10) and carry out Service projects within the community.

International Baccalaureate Diploma Program (DP) Curriculum Outline
The curriculum is specially designed for the unique learning needs of students aged 16-18 (Grades 11-12) who are preparing to graduate from school and enter university. Indeed, the IB Diploma is one of the most highly regarded courses in the world and successful students have the opportunity to gain entry to the very top universities worldwide and in Indonesia (for example Oxford, Cambridge and Russell Group in UK, Ivy League in USA, Sydney and Melbourne in Australia and UI in Indonesia, Beijing and Hong Kong Universities in Asia).

Students follow a two year program and study six subjects (which are chosen to suit the students talents and future university/ career path) in addition to compulsory elements in the core: Theory of Knowledge, an Extended Essay and Creativity, Activity and Service (service work in the community).

 

Ren Wen Curriculum Outline
Ren Wen activities and education will remain a central part of our learning. Students will have a discreet lesson on their timetables in which they will follow the carefully designed curriculum from the Foundation.

Ren Wen will be enhanced by teachers drawing upon Ren Wen ideas in their lessons and planning and during the PSHCE programme.

 

Indonesian National curriculum (UN)
Indonesian laws state that all Indonesian students must sit the national exams (UN) at the required ages whatever school they attend. This is still the main criteria by which access to Indonesian universities can be obtained (though various universities have an entrance arrangement for the IB Diploma). Schools must therefore prepare students properly for the UN. The IB curriculum is one that will be adapted to include the essential topics from the UN curriculum. Additionally, the religious instruction required under the UN arrangements will be offered to students as an after school activity.

Community Service
All students will be engaged in regular Service activities, which form an important element of learning. There are seven key Learning Outcomes of service work (taken from the IB DP CAS Guide p11) which are:

Students:

  • Identify their own strengths and develop areas for growth.
  • Demonstrate that challenges have been undertaken, developing new skills in the process.
  • Demonstrate how to initiate and plan a CAS (service) experience.
  • Show commitment to and perseverance in CAS (service) experiences.
  • Demonstrate the skills and recognize the benefits of working collaboratively.
  • Demonstrate engagement with issues of global significance.
  • Recognize and consider the ethics of choices and actions.

These Learning Outcomes will form the reasoning and practice behind our service education.