G8 Individuals and Societies (MYP)

DEC 2015-16

PAK DONNY, G8 InS Teacher, shares the class experience for this year's

Unit 1: Refugees

In the real world, all perspectives must be seen and understood in order to play a role in the successful outcomes of the lesson.

This can be experienced  by students through a simulation of refugees life  which highlights the difficulty of overcoming personal necesity to reach safety and freedom. There are many perspectives about refugees, from UN, government or the refugees. In grade 8 INS the teacher use some methods to make the students more fully understand about the hard life of refugees,

The first method is about the gamification concept, this concept is loved by the students because they are in the age that love to play games, and this game can make the life of refugees become reality for them

The second method is about the simulation concept, this concept is loved by the students because they can directly experiences the life of refugees like: the hard administration of the refugees life to enter the new nation, persecution by the military, and how hard thet found food

The third method is the debates , the class divide into two group Pros and cons, they will disscus and find a way whether they want the refugees to go inside the country or refuse them to go inside their own country.

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APRIL 2015
DR. GUPTA AVIND + ANPS TOYS TRANSLATION PROJECT

SVP has been selected to help translate these super cool toys from trash videos. Students have been enjoying making the some of the toys and translating the English to Bahasa - before Grade 9 students can overdub the Bahasa onto the videos.

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Further to posts by Pak Liam regarding Yoga balls

G8 ARC

The Yoga Balls Classroom Agreement

Grade 8 - 10

By students and Pak Jason

(Google images) A very unique experiment that uses yoga balls in classes to improve the stability and the student’s performance during class.

5 Do’s:

1. Use the ball to engage core muscles and improve body posture
2. Use the ball to get your ‘wiggle out’ and other controlled motions
3. Use the ball to improve concentration and remain focused
4. Use the ball responsibly and safely at all times
5. Keep the ball maintained and well stored

5 Don’ts:

1. Don’t use the ball without adult supervision
2. Don’t misuse the ball for sports and games
3. Don’t damage or soil the ball
4. Don’t have more than one person using a single ball at the same time
5. Don’t use the ball to distract from the learning

Notes:

Students are happy with the experience and look forward to more classroom time on the yoga balls.

G8 ATL

LETTER TO FUTURE SELF

Concepts: Identity, Future, Time - space and place

Summary: Write a letter to yourself 10 years in the future. Include a photo and write about the concepts, knowledge and achievements (what you learned) you have enjoyed in humanities during semester 1.

Displayed at school outside of classroom g8 PAC.

G8 UNIT 3: CULTURE Expression Through Movement Assessment Guide

For the interest of parents see a copy of the Assessment Guide given to all students who worked in groups to create a video project – telling a story through movement and dance. 

Unit3ExpressionThroughMovementIDUassessmentguid

7 JANUARY 2015
Video by students from G8 ARC completing IDU project
IDU Unit: Humanities and PE (teachers; Mr Young and Pak Edi)VIDEO (click link) by permission to SVP domain account holders only.Culture: expression through movement and dance

15 DECEMBER 2014Student work by Vony, Talisha, Einrich and Dika from ARC Grade 8;
UNIT 3: CULTURE Expression Through Movement and DanceThis student work sample was a task given during the IDU (Interdisciplinary Unit) to create a VTS (visual thinking strategy) for the history of the latin dance Salsa. Students have chosen to create a timeline. Exploring the relationships between dance and martial arts and history and culture.

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Date: February 17th
Unit: Ideology and Identity
Concepts: Ideology, Identity, Power and constitution
Content: Pancasila and New Order

Students enjoy a class project to create, design, prepare and play a role-play simulation with a stimulating scenario:

Scenario: It is 1985, the legislature under Suharto's government calling itself the New Order has passed government-backed bills requiring all political parties and associations to declare their support for the Pancasila as their ideological foundation. You and your team have been called to the Presidents palace to represent your respective ideological agenda and argue your case for The New Order of the Pancasila. This may include making alterations to the principles themselves.

Humanities Display board