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Sekolah Ciputra School Based Diploma Programme Sekolah Ciputra School Based Diploma Programme2 3

INTRODUCTION CURRICULUMWhat is the School Based Diploma Programme?The School Based Diploma Programme (SBDP) at Sekolah Ciputra is an academically challenging and balanced national and international curriculum aimed at 16-18 year olds that prepare students for success at university and life beyond. The programme includes final school examinations and National Exam (UNAS). It has been designed to address the intellectual, social, emotional and physical well-being of our students.

The SBDP prepares students for effective participation in a rapidly evolving and increasingly global society as they:• Develop physically, intellectually, emotionally and ethically.• Acquire breadth and depth of knowledge and understanding.• Develop the skills and a positive attitude towards learning that will prepare them for higher

education.• Study at least two languages and increase their understanding of cultures, including their

own.• Make connections across traditional academic disciplines and explore the nature of

knowledge through the programme’s unique Extended Essay (EE) and Creativity, Activity & Service (CAS).

SBDP PATHWAYSThe School Based Diploma Programme provides rigour, as well as depth and breadth for the benefit of our students. Furthermore, the programme applies augmented National syllabi and approaches to teaching and learning.

The School Based Diploma Programme offers two strands for our students - Science or Humanities.

For both the Science and Humanities SBDP students will • Still be required to sit School Exams and UNAS exams;

For both the Science and Humanities SBDP, teachers will use• An international approach to teaching and assessment types as and when appropriate;• International curricula to augment the coursework as and when appropriate.

As such, our SBDP Pathways provide opportunities for students to be well prepared for university and their future lives - whether in Indonesia or overseas.

SBDP CURRICULUM

1. The Extended EssayThe purpose of this essay is to develop skills in the methods of critical research. Students select a topic for research (related to one of their subjects) and work closely with a supervising teacher to produce a 3,000 word essay (similar to a mini-thesis). This essay prepares students for university and past experience has shown that the majority of students derive intense satisfaction from the completion of a thorough, personal piece of academic work.

2. The CAS ProgrammeThe Creativity, Activity, Service (CAS) Programme aims to develop critical, global citizens able to look at global issues and issues at a local scale, and challenge themselves physically and mentally.

As a result of their CAS experience as a whole, including their reflections, there should be evidence that students have met the following learning outcomes:• Increased their awareness of their own strengths and areas for growth.• Undertaken new challenges.• Planned and initiated activities.• Worked collaboratively with others.• Shown perseverance and commitment in their activities.• Engaged with issues of global importance.• Considered the ethical implications of their actions.• Developed new skills.

3. SUBJECTSScience SBDP students will study two of the core subjects of Physics, Biology, and Chemistry.

Humanities SBDP students will study two of the core subjects of Sociology, Geography, and Economics.

Science and Humanities students will be in combined SBDP classes for Bahasa Indonesia, English, Religion, Civics, ICT, Maths, Mandarin and the Arts (Visual Art or Music). Performance in each subject is graded on a scale from 1 point (minimum) to 7 points (maximum).

The SBDP certificate will be awarded to a candidate provided the requirements for each of the following have been met:• CAS• ExtendedEssay• Schoolexams• UNAS.


COMMON SUBJECTS COMMON SUBJECTS1. English Language B – Standard Level (SL) Higher Level (HL)

What is it about?Language B is a language-learning course designed for students with some previous learning of that language. It may be studied at either SL or HL. The main focus of the course is on language acquisition and development of language skills. These language skills should be developed through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts, and should be related to the culture(s) concerned. The material should be chosen to enable students to develop mastery of language skills and intercultural understanding. It should not be intended solely for the study of specific subject matter or content.

The LevelsEnglish language B is available at SL and HL. The courses give students the possibility of reaching a high degree of competence in English while exploring the culture(s) where that language is spoken. The courses aim to develop the students’ linguistic competence and intercultural understanding. There is a common syllabus at SL and HL (with literature as an additional component of the HL course). The differences between levels are determined by the assessment objectives, the depth and breadth of syllabus coverage, the assessment details, the assessment criteria, literature coverage and suggested teaching hours.

The TopicsThe course comprises of five topics: three from the core and two chosen from the five options. At least two aspects must be covered in each of the five topics that make up the course. Additionally, at HL students must read at least ONE work of literature. For example, a course could be structured as follows:

Topic Aspects coveredCommunication and media Advertising Bias in mediaGlobal issues Global warming MigrationSocial relationships Language and identity Social structuresHealth Diet and nutrition Drug abuseScience and technology Ethics and science Impact of IT on society

The core and the options at both levels, as well as literature at HL, must be studied within the context of the culture(s) of the target language. The order in which the components of both the core and the options are presented in this guide is not an indication of the sequence in which they should be taught.

assessmentAssessment Component Weighting

Paper 1 : Receptive skills

Text- exercises on four written texts based on the core.

25%

Paper 2 : Written productive skills

One writing exercise of 250–400 words from a choice of five options.

25%

Written assignment: Receptive and written productive skills

Inter-textual reading followed by a written task of 300–400 words based on the core.

20%

Individual oral (8–10 minutes)

Based on the options: a 10 minute (maximum) presentation and discussion with the teacher.

20%

Interactive oral activity

Based on the core: Three classroom activities assessed by the teacher.

10%

grade boundariesGrade 1 2 3 4 5 6 7Mark range (%) 0-13 14-26 27-43 44-58 58-73 74-88 89-100

Recommended PrerequisitesThe most important consideration is that the Language B course should be a challenging educational experience for the student, offering not only the opportunity to learn language but also the means of learning, appreciating and effectively interacting in a culture different from the student’s own. All final decisions on the appropriateness of the course for which students are entered are taken by coordinators in liaison with teachers using their experience and professional judgment to guide them.

Why Study this Subject?This course shares the intentions of encouraging students to develop an awareness and understanding of the perspectives of people from other cultures as well as harnessing linguistic competence. While learning the English language, the student becomes aware of the similarities and differences between his or her own culture(s) and those of the target culture(s). With this awareness, a greater respect for other peoples and the way in which they lead their lives is fostered. Within the course framework, through the study of authentic texts, students investigate and reflect on cultural values and behaviours.


Teks Puisi

Reading:• Menyusun laporan tentang periodisasi puisi

Indonesia—termasuk analisis salah satu puisi dari setiap angkatan (Angkatan 20 – Puisi Kontemporer)

• Membandingkan analisis lapis bentuk dan lapis makna dari 2 puisi dalam buku kumpulan puisi.

Tes pemahaman puisiSpeaking:• Presentasi laporan periodisasi puisi

Indonesia dan analisis puisi setiap angkatan.• Presentasi teks kerangka esai perbandingan

2 puisi.

Writing:• Menyusun teks kerangka esai perbandingan

2 puisi.• Menyusun teks esai perbandingan 2 puisi

berdasarkan kerangka karangan.

Teks Pantun Writing:• Memproduksi teks pantun.

YEAR 12Project Deskripsi Kegiatan

Teks Film Sejarah

Viewing:• Menginterpretasi dan mengabstraksi film

sejarah.• Analisis unsur nasionalisme dalam film

sejarah.Reading:• Analisis teks opini/editorial.Writing:• Menyusun teks opini/editorial berdasarkan

film sejarah.

Teks Iklan Writing:• Memproduksi teks iklan

COMMON SUBJECTS COMMON SUBJECTS2. Indonesian

What is it about?YEAR 11

Project Deskripsi Kegiatan

Teks Drama Terjemahan

Viewing:• Analisis pementasan drama

Speaking:• Pementasan dan diskusi teks drama

Writing: • Menyusun teks refleksi (berdasarkan

pementasan dan diskusi)• Menyusun teks kerangka esai drama• Menyusun teks esai drama terjemahan

Teks Eksplanasi Writing:• Menyusun teks eksplanasi

Teks Novel Terjemahan

Writing:• Menyusun teks wawancara imajiner

dengan penulis novel• Menyusun teks kerangka esai novel• Menyusun teks refleksi (berdasarkan

presenstasi dan diskusi teks kerangka esai novel)

• Menyusun teks esai drama terjemahan

Speaking: • Presentasi dan diskusi teks kerangka

esai novel

Teks Cerpen

Reading:Analisis unsure intrinsik dan ekstrinsik cerpen

Speaking:• Diskusi unsur intrinsik dan ekstrinsik

cerpen dalam kelompok• Pementasan dan diskusi monolog

Writing:• Menyusun teks kerangka resensi• Menyusun teks resensi• Menyusun teks drama monolog

berdasarkan cerpen

Viewing:• Menganalisis pementasan drama

monolog


COMMON SUBJECTS COMMON SUBJECTSThe TopicsThe Chinese language SBDP course is organised into three themes • Individual and society• Leisure and work• Urban and rural environment

ASSESSMENTComponent Weighting Description

Summative task

Listening & Speaking25% (SL/HL)

Individual oral (3–5 minutes)Student’s presentation and discussion with the teacher

Reading & Writing25% (SL/HL)

Text-handling exercises and writing exercise

Semester exam 50% (SL/HL) Written test


Recommended Prerequisite(s)Students are required to have completed MYP Chinese Language study. The aims of the MYP language B and the SBDP courses have much in common and share the intentions of encouraging students to develop an awareness and understanding of the perspectives of people from other cultures as well as harnessing linguistic competence.

4. Information Communication TechnologyWhat is it about?ICT is the study of information technology (IT) and the evaluation of its impact on individuals and society. This course will give chance to students to know how computer system perform a task, know how to write a computer programme and promote the usage of IT system to solve problems wisely. This course can improve student’s skills in using information technology and encourage the critical thinking skills necessary to become lifelong learners and contributing members of their communities.The syllabus focuses on three pillars: IT systems, social and ethical issues and areas of impact/application to practical scenarios.

Teks Novel

Reading:• Mengumpulkan informasi tentang

pengarang novel dan proses kreatifnya.• Analisis intrinsik 2 novel.• Menemukan benang merah dari 2 novel

berdasarkan perbandingan analisis unsure intrinsic dari 2 Novel.

Writing:• Menyusun teks berita tentang pengarang

dan proses kreatifnya.• Menyusun esai berdasarkan perbandingan

2 novel.

Speaking:• Memberi tanggapan terhadap pernyataan

tertentu berdasarkan perbandingan unsur intrinsik dari 2 novel.

Teks KreatifWriting:• Menyusun teks kreatif berdasarkan novel

yang dibaca

Teks Lisan Listening:• Tes pemahaman teks lisan

assessmentInternal Assessment External Assessment

Summative Assessment (50%)Analyze and critical response based on the class project

National Exam (UN)Formative Assessment (30%)Analyze and critical response based on the class projectSemester Exam (20%)


3. Chinese Language - Standard Level (SL) Higher Level (HL) What is it about?Chinese language SL and HL is a language acquisition course for students with a background in Mandarin, focusing on the acquisition and development of Mandarin skills and intercultural understanding.


COMMON SUBJECTS COMMON SUBJECTSThe TopicsIT systems

• Hardware components of a computer system

• Programming basic

• System Software • Programming with looping and array• Networking hardware and software • Database programming• The internet • IT systems used by individual and

societies Social and ethical issues

• Reliability and integrity • Surveillance• Security • Globalization and cultural diversity• Privacy and anonymity • Policies• Authenticity • Standard• Intellectual Property • People and Machines• Digital divide and equality of access • Digital citizenship

Areas of impact to practical scenario• Business and employment • Politics and Government• Health • Environment• Education and training • Home and leisure

assessmentterm Theory (40%) Practical (60%)

1 Hardware components and system software Programming Basic

2 Network and the internet Programming with looping and array3 IT system used by individual and

organisation Database Programming

4 Social issues and areas of impact


5. MUSICWhat is it about?SBDP Music is for students who have a passion for music and want to improve their performance and/or creating (composing/arranging/improvising) skills.

The Topics• Music elements (including form and

structure);• Music technology in performance

and composition;• Musical notation; • Musical terminology; • Approaches to composition,

improvisation and performance;• Context.

ASSESSMENTMusical Perception (Listening paper) - 30% of the final markStudents pick a Performance or Creating Strand - worth 70% of the final mark (45% portfolio and 25% process journal).

*Performance StrandSolo: Students are required to submit a 15 minute recording of pieces performed during one or more public performances (witnessed by the teacher).Group: Students are required to submit a 20 minute recording of pieces performed within a group during one or more public performances (witnessed by the teacher). *NB All students who are members of the group receive the same mark.In addition the student will submit a process journal based on preparing and presenting the performances.

*Creating StrandThe student chooses one of 4 options: Composing, Music Technology Composing, Arranging or Improvising. Composing/Arranging: The student is required to submit 2 final pieces including a recording and score.Improvising: Submit a recording of 3 final pieces that demonstrate improvisation (along with original score or basis of improvisation).Musical Technology - The student to submit recordings of 2 pieces composed using technology. In addition the student will submit a process journal based on the creative process.


COMMON SUBJECTS COMMON SUBJECTSAssessment format for Performing option (70%)

Selection of programme

(10%)

This concerns the choice of contrasting pieces that feature the student’s/group’s capabilities, and the fulfillment of the composition requirement

Individual or group

Technical proficiency

(15%)

This concerns the control of musical elements (duration, pitch, timbre/tone color, texture and dynamics, form and structure) through appropriate and consistent technique as demonstrated in the selected presentation

Individual or group

Understanding of style

(10%)

This concerns the student’s/group’s understanding of the particular style of each musical piece within the selected presentation

Individual or group

Musical ommunication

(10%)

This is concerned with the extent to which the student/group communicates their musical re-creation to an audience

Individual or group

Process journal(25%)

This concerns individual student’s record of evidence of his/her ongoing work that support A-D. This may include rehearsal timeline, reflective pieces, action plan, actions taking during lessons or outside the lessons, feedback from others, personal ongoing ideas, analysis of selected pieces, note taking, records of rehearsals or performances, self-assessment, supporting resources, etc

Individual


Prerequisites• Students ideally, should be able to play at least one instrument and/or sing. The ability

to read western music notation is also highly recommended. • The SBDP music course relies on the exploration and practice of music forms, periods,

styles and compositions.• Passion and commitment are key when exploring the arts.•

6. Visual ArtsWhat is it about?

YEAR 11Project Outline

Term 1 (Project 1) Art Movements - Acrylic PaintingTerm 2 (Project 2) Me, Myself and I - Drawing MediaTerm 3 (Project 3) Random Concept - Digital Photo MediaTerm 4 (Project 4) Lino Print - Printmaking

YEAR 12Project Outline

Grade 12 will choose their own concept for their final work, but the techniques or media will be determined according to the project outline.Term 1 (Project 1) Selected Concept - Drawing MediaTerm 2 (Project 2) Selected Concept - 3D Form/SculptureTerm 3 (Project 3) Selected Concept - Painting in canvasTerm 4 No project - UNAS/Final Exam preparation.

AssessmentComponent Weighting Description

External AssessmentComparative Study 20% Students analyse and

compare different artworks by different artists.• Students submit 2 - 3

screens

Process Portfolio 40% Students submit selected materials, which evidence their experimentation, exploration, manipulation and refinement of a variety of visual arts activities.• Students submit 3 – 5

screensInternal Assessment

Exhibition 40% Students submit a selection of resolved artworks from their exhibition.• Students submit 4–7

artworks



HUMANITIES SUBJECTS HUMANITIES SUBJECTShumanities subjects

1. Economics and AccountingWhat is it about?

ECONOMICSGeneral Scarcity and Opportunity Cost

Microeconomics

Demand, Supply and EquilibriumUnemployment & EntrepreneurshipMarket Structure and Market FailureBank, Money, Savings and Investments

Macroeconomics

National Income and InflationMonetary Policy and Fiscal PolicyState Budget and Regional BudgetInternational Trade and Union

AccountingAccounting as Information SystemGeneral Journal, Ledger & Trial BalancePreparing Financial Statements


Exam 25% Semester exam Project 35% Class projects related to

topics in both Macro and Micro Economics

Essay 20% Two essays related to the case study of Economics topics in one semester

Test/Quiz 20% Revision questions


Recommended Prerequisite(s)An interest in economics and learning about the global impact of economic systems.

WHY STUDY THIS SUBJECT?The overall aim of the course is to give students a deeper understanding of the nature and scope of economics. The different parts of the course are designed to complement each other, enabling students to develop a range of fundamental economic skills.

2. HISTORYWhat is it about?History is a dynamic, contested, evidence-based discipline that involves an exciting engagement with the past. It is a rigorous intellectual discipline, focused around key historical concepts such as change, causation and significance. History is an exploratory subject that fosters a sense of inquiry. It is also an interpretive discipline, allowing opportunity for engagement with multiple perspectives and a plurality of opinions. Studying history develops an understanding of the past, which leads to a deeper understanding of the nature of humans and of the world today.

The SBDP history is an Indonesia history course based on comparative and multi-perspective approach to history. It involves the study of variety of types of history, including political, economic, social and cultural, and balance of structure and flexibility. The course emphasizes the importance of encouraging students to think historically and to develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking, and on developing an understanding of multiple interpretations of history. In this way, the course involves a challenging and demanding critical exploration of the past.

There are six key concepts that have particular prominence throughout the Indonesian history course.

key conceptChange Continuity Causation Consequence Significance Perspective

Indonesian history topics1. Society and economy (1-1500)2. Societies in transition (1400-1700)3. Early modern states (1600-1900)4. Independent movements (1900-1950)5. Evolution and development of democratic state (1950-1998)6. Origins, development and impact of industrialization (1800-2006)


Exam 30%

CoversPaper 1: Source-based examination paper based on Indonesia history topics.Paper 2: Essay paper based on Indonesia history topics

Test 50% Consist of paper 1 and paper 2Task 20% Homework’s and other formative assessment.



HUMANITIES SUBJECTS HUMANITIES SUBJECTS3. Sociology

What is it about?Sociology tries to understand and explain the relationship between people and the societies they live in. The subject matter of sociology consist of the actions and beliefs of people in social groups, the relationships between social groups and the ways in which people’s actions can change society as well as the ways that social change in the whole society affects different social groups.

The Topics• Theory and Method • The Family• Culture, Identity and Socialisation • Education• Social Research • Crime, Deviance and Social Control• Social Inequality • The Media

Assessmentassessment categories Weight

Task 30%Project 25%

Quiz 25%Semester Exam 20%


4. GEOGRAPHYWhat is it about?Geography is a dynamic social science that deals with the phenomena that occur in the atmosphere and below. It is specifically related to the interaction of human action and natural processes on the planet. As a social science, Geography uses scientific methods of inquiry, both quantitative and qualitative, to investigate the topics. The subject teaches and encourages students to develop a variety of skills to identify and analyze geographical phenomena, e.g. mapping skills and map analysis.

TOPICS

GeneralMap and Satellite image [Cartography]Concepts of Geography

Physical Geography

Weather and ClimateUniverse and Solar SystemHydrologySoil and RocksPlate tectonics

Human and Social Geography

PopulationSustainable EnvironmentDeveloped and Developing countrySettlement


Exam 20% Covers all topics per semester that includes short-answer and extended-response questions.

Test 35% Review of one or two topics that include short-answer and extended-response questions.

Task 15% Homework and classwork.

Project 30%

A student-led investigation of a topic that is inquiry-based and student-planned from beginning to end. Allows students opportunity to investigate one specific topic in more depth.


Recommended Prerequisite(s)• An interest in Geographic and the ability to interpret or analyze maps as a basic skill in

Geography. • Able to use spatial tools or equipment. For example: compass, bearing, protector, and

satellite image (e.q. google earth and google maps).

Why study this subject?The overall aim of the course is to give students a deeper understanding of natural processes and interaction between human action and the environment. We encourage students to examine their perspectives on the environment and human activity, in order to determine the best ways to keep it in balance.

Geography teaches a broad variety of transferable skills that will prove useful to students in everyday life, future study and the workplace.

5. CivicsWhat is it about?Civics is the study of our daily lives, and teaches us how to be good citizens - citizens who uphold Pancasila values that are the foundation of the Indonesian state. Civics is designed to provide understanding to students about basic knowledge and skills with regard to the relationship between citizens and the nation.


HUMANITIES SUBJECTS SCIENCES SUBJECTSThe study of civics helps people to understand how governments work, and it provides people with knowledge about how to influence the government as a citizen. Generally speaking, civics is the study of what it means to be a citizen in a particular nation.

The Topics• Political System • World Governmental System• Transparency • Indonesian Governmental System• 1945 Constitution • Press in Democratic Society• International Affairs • Globalization• International Judicature and Law

System

Why study Civics?By studying this subject, students will understand how governments work and how to influence government as citizens. Students will understand the political process, the problems of democracy, political systems and media influences.


Exam 20%Short-answer and extended response questions on topics covered.

Test 35%

Review of one or two topics that include short-answer and extended-response questions.

Task 15% Homework and classwork.

Project 30%

A student-led investigation of a topic that is inquiry-based and student-planned from beginning to end. Allows students opportunity to investigate one specific topic in more depth.

6. Mathematics for HumanitiesWhat is it about?

• Algebra • Linear Programming• Function and Equation • Matrices• Sequence and Series • Calculus• Probability and Statistics

AssessmentINTERNAL assessment EXTERNAL assessment

Paper 1: Short and extended response questions; no calculator allowed (60%).

National Exam:40 questions of Multiple Choices

Paper 2: Short- and extended response questions; graphic display calculator required

(40%).


sciences subjects1. BIOLOGY

What is it about?• Cell Biology • Ecology• Molecular Biology • Evolution and biodiversity• Genetics • Human physiology

Assessment

Internal Assessment Weighting ExternalAssessment

Summative task

1. Test (paper 1 [40%] & paper 2 [60%]2. Data based questions3. Project based4. A research essay5. Design experiment & or processing

50%


Formative task

1. Drawing skills project2. Data/ graph analysis3. Questions/ worksheet

30%

Semester exam

Written test consists of paper 1 and paper 2 20%

NOTE:Component Weighting Description

Paper 1 40% Core TopicsMultiple Choice Questions

Paper 2 60% Extended Response & Essay Questions



SCIENCES SUBJECTS SCIENCES SUBJECTS2. Chemistry

What is it about?SBDP Chemistry will cover core topics including:

• Stoichiometric relationships • Acids and bases• Atomic structure; periodicity • Redox processes• Chemical bonding & structure • Organic chemistry.• Energetics/thermochemistry;

chemical kinetics

These topics meet the requirements for both SBDP and Indonesian curriculum.Additional topics will be covered regarding UNAS as needed.

AssessmentCOMPONENT WEIGHTING DESCRIPTION

Exam 20%

Covers all topics each semester:Paper 1: multiple choice questionsPaper 2: Short-answer and extended-response questions on the core material.

Test 50% Consists of Paper 1 and Paper 2

Task 30% Homework, presentations and other formative assessment.


Recommended PrerequisitesIt is recommended that students achieve an overall 5 in MYP Science to take Chemistry.

3. PHYSICSWhat is it about?

• Measurements & uncertainties • Wave Phenomena• Mechanics • Fields• Thermal Physics • Electromagnetic induction• Waves • Quantum & nuclear physics• Electricity & magnetism • Relativity• Circular motion & gravitation • Fluid Dynamics• Atomic, nuclear & particle physics • Thermodynamics• Energy Production


Exam 20%

Covers all topics each semester that includes:Paper 1 multiple choice questionsPaper 2 Short-answer and extended-response questions on the core material.

Test 50% Consists of Paper 1 and Paper 2

Task 30% Homework, presentations, experiment reports and other formative tasks.


4. Mathematics for ScienceWhat is it about?

• Algebra • Linear Programming• Function and Equation • Matrices• Trigonometry • Circle• Sequence and Series • Polynomials• Vector • Calculus• Probability and Statistics


Paper 1: Short and extended response questions; no calculator allowed (60%).


Paper 2: Short- and extended response questions; graphic display calculator required

(40%).



SCIENCES SUBJECTS SCIENCES SUBJECTS5. CHRISTIAN RELIGION

What is it about?• Christian Family • Religion and Human Right• Relationships between school, family

and church to educate children• Religion and Democracy

• Modern Life Style • Creating the Peace of the world• Christianity and Science

Assessment• Spiritualaspect=25%• Knowledgeaspect=25%• Behaviour/Socialaspect=25%• Skillaspect=25%

Internal Assessment External AssessmentFormative tasks Worksheets, reflections,

projects and quizzes School Exam:• 40 questions of multiple

choices• 5 written tests• Practical exam

Summative task Test, project, reflectionSemester exam Written test


6. Catholic RELIGIONWhat is it about?

• Meaning of The Church • Human Rights• Characteristic of Church • Vocation of Catholic• Role of Catholic Hierarchy and Laity • Developing Values in Modern Society• Church Vocation • Pluralism and Pluriformity• Church and World • Dialogue Inter-Faith and Inter-

Religious

AssessmentReligious assessments are based on four aspects such spiritual aspects, social (behaviour/attitudes/values) aspects, knowledge aspects, skills aspects.

Internal Assessment External AssessmentFormative tasks Worksheets, reflections,

projects and quizzes School Exam:• 40 questions of multiple

choices• 5 written tests• Practical exam

Summative task Test, project, reflectionSemester exam Written test


7. Physical and Health EducationWhat is it about?• Artistic Gymnastic• Volleyball rule• Volleyball• Physical Fitness• Beep Test• Cross Country


1. Artistic gymnastics performance2. Volleyball activities3. Beep test and cross country performance

No External Assessment


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INTRODUCTION CURRICULUM - sekolahciputra.sch.id · • Diskusi unsur intrinsik dan ekstrinsik cerpen dalam kelompok ... tertentu berdasarkan perbandingan unsur intrinsik dari 2 novel