In English lesson, EY2 children were introduced to the deep sea, a dark place that hides many fascinating things. They learned about unique sea creatures such as angler fish, giant squid, and glowing jellyfish. Through pictures and simple discussions, the children explored new vocabulary and shared what they already knew about the ocean. To make
In the Arts lesson, EY2 children revisited what they had learned over several days about fascinating sea animals, with a special focus on whales. The teacher briefly recalled key facts and encouraged children to remember shapes, colours, and the ocean environment. This helped them connect prior knowledge with creative expression. The activity then moved into
EY1 students enthusiastically explored capillary action through a fun blooming paper flower science experiment. Prior to the session, students discussed the function of water and shared everyday experiences of spilling water and how they clean it up, helping them connect science to real life. Next, students investigated what happens to water when it is wiped
EY1 students continued their learning about nature through hands-on exploration. The session began with a shared story, Rhoda’s Rock Hunt by Molly Beth Griffin, which encouraged students to recall prior knowledge and introduced them to a variety of natural items from their environment. Students then went on a nature walk at Manahan, following simple instructions as they
In Maths lesson, EY2 children were introduced to the concept of subtraction through a fun and active activity about ocean waves. The teacher explained that when things fall away, the number becomes smaller. Children listened, observed, and began to connect numbers with real actions they could see and feel. The learning then became physical and
Siswa EY1 mengikuti kegiatan literasi dan sains sederhana melalui pengalaman belajar yang bermakna. Kegiatan diawali dengan mengajak siswa mengingat kembali benda-benda alam berdasarkan ciri-cirinya, sekaligus mengenal suku kata awal dari benda tersebut. Selanjutnya, siswa berbagi pengalaman saat hujan turun. Dari diskusi ini, guru mengarahkan siswa untuk memahami bahwa ketika air bercampur dengan tanah, akan terbentuk lu–lumpur.
EY1 students continued to explore about mud. This time they explored language and sensory play through a hands-on Kitchen Mud activity. Students were then introduced to the Kitchen Mud activity by watching a short video and observing real objects such as mud, a spoon, a bowl, and a cake. The teacher modelled simple sentences like “I see mud” and
As part of the learning in the theme “Exploring Life Under Water”, EY2 students took part in an outdoor learning program by visiting Depok Pet Market. The trip was organised in small groups, starting with EY2 Milan, followed by EY2 Madrid A, and concluding with EY2 Madrid B in the afternoon session. Travelling together in school
June 5th, 2025 – At the heart of meaningful education lies the ability to connect classroom learning with real-life experiences, LEAPRO is a series of learning activities that can be done by Primary 1 students to understand the learning process. P1 students need to understand that following processes is the important things in creating best
The final stage of Primary 2’s BMC journey was a celebration of ideas, empathy and thoughtful action. During the Generalization Stage, students moved beyond their own classrooms to share, listen, and reflect on the charitable solutions they had. It began with the students presenting their completed projects to their own classmates, explaining how they planned
Setelah mengidentifikasi masalah dan merancang solusi, siswa Primary 6 memasuki tahap akhir BMC Learning Journey 2025, yaitu Modelling and Generalisation. Pada tahap ini, siswa mengubah solusi yang telah dirancang menjadi model matematika yang terukur dan mudah dipahami dengan menggunakan data kebutuhan panti. Sementara pada fase Generalisation, siswa mempresentasikan proses belajar mereka selama dua minggu kepada
Rabu, 6 Agustus 2025, siswa kelas 6 FIS mengikuti kegiatan kebugaran jasmani yang penuh semangat dan bermakna. Kegiatan dimulai dengan sesi pemanasan dan dilanjutkan dengan pengenalan empat gerakan dasar: push-up, sit-up, back-up, dan jumping jack. Guru memberikan contoh gerakan yang benar dan yang salah agar siswa memahami teknik yang tepat dan aman. Siswa pun diajak mencoba satu per satu,
Pada hari Selasa, 21 Oktober 2025, siswa Primary 1 mengikuti kegiatan proyek berkelompok yang seru, yaitu membuat papan permainan interaktif bertema “Tebak Cara Binatang Bergerak”. Sebelum mulai berkarya, guru mengajak siswa mengingat kembali berbagai macam gerakan binatang, seperti berjalan, merayap, berenang, melompat, dan terbang. Setelah sesi review, siswa dibagi menjadi beberapa kelompok kecil. Masing-masing kelompok
In GP lesson, P4 students explored the layers of the rainforest through the process of Research, Record, and Reflect. Each student was assigned one layer — the emergent, canopy, understory, or forest floor. They had to find the information about the special characteristics of their layer, such as its height, amount of sunlight, animals, plants,
Primary 1 students continued their BMC journey by working on the Challenge Card Stage, where they explored problems faced by three different orphanages. In Panti Gunungan there were too few bicycles for many children. Students thought of solutions to help overcome this issue and suggest suitable donations. Besides, in Panti Asuhan Hati Tulus, the study
Materi pembelajaran BMC 2025 untuk siswa kelas 5 pada minggu pertama berfokus pada penggunaan data dan berpikir kritis untuk melakukan aksi kebaikan. Para siswa diajak memahami bahwa Matematika tidak hanya digunakan untuk berhitung, tetapi juga untuk menganalisis masalah nyata dan membantu sesama. Melalui kegiatan live streaming dari panti, siswa mempelajari cara melakukan pengamatan awal, mengenali
Following their exploration of community needs, our Primary 2 students entered the Modelling Stage of their BMC journey. This phase challenged them to move from understanding problems to designing thoughtful solutions. Over two days, they learnt to structure their thinking, make reasoned choices, and turn their caring ideas into clear, visual plans. Students began by
“Ayo menggunakan Matematika untuk berbuat kebaikan secara adil!” Siswa P6 mengawali tiga hari pertama learning journey mereka melalui Realistic Stage. Pada fase ini, mereka diajak untuk berpetualang mengunjungi Panti Asuhan Gunungan, Panti Asuhan Hati Tulus, dan Panti Wredha Aisyiah melalui kegiatan visual tour bersama. Dari kegiatan tersebut, mereka belajar mengenal kondisi di setiap panti serta berkesempatan menggali banyak informasi menarik
Setelah siswa P6 selesai mengeksplorasi Panti Wredha Aisyiah, Panti Asuhan Hati Tulus, dan Panti Asuhan Gunungan, mereka melanjutkan fase berikutnya, yaitu mengidentifikasi masalah di panti dan merancang solusi yang tepat dari masalah tersebut. Pada fase ini, siswa P6 menggunakan data yang sudah mereka dapatkan pada fase sebelumnya, Realistic Stage, untuk menentukan fokus utama masalah yang
Minggu ini Learning Festival berlangsung dan memberikan banyak ruang bagi siswa kelas 5 untuk belajar melalui pengalaman di luar pembelajaran reguler. Selain berlatih untuk project performance dan melanjutkan aktivitas BMC, para siswa juga terlibat dalam diskusi mendalam mengenai Character Building. Salah satu kegiatan yang sangat berkesan adalah sesi menonton film Wonder, sebuah film yang mengisahkan
