CURRICULUM
Sekolah Harapan Prestasi embraces a comprehensive educational framework by integrating three distinct curricula: the National Curriculum, International Curriculum (specifically the Cambridge Curriculum), and Local Contents. As an accredited Sekolah Penggerak (Moving School) in Indonesia, Sekolah Harapan Prestasi is authorized to implement the Kurikulum Merdeka for its National Curriculum. This nationally recognized curriculum is designed to foster a holistic and forward-thinking educational experience.
In tandem with its commitment to providing a global perspective, Sekolah Harapan Prestasi, as an Sekolah Penggerak (SPK) School, incorporates the Cambridge Curriculum into its educational repertoire. This international curriculum is structured to imbue students with a broadened worldview and international insights, aligning with global educational standards.
Sekolah Harapan Prestasi Curriculum
Furthermore, to enrich the learning experience and cater to the diverse interests and needs of students, Sekolah Harapan Prestasi augments its curriculum with three local content curricula. These include Mandarin, which facilitates linguistic and cultural diversity, Coding, reflecting the importance of technological literacy, and PLBJ (Pendidikan Lingkungan Dan Budaya Jakarta), which contributes to students' understanding of the local environment and culture.
This multifaceted approach to curriculum design underscores Sekolah Harapan Prestasi's commitment to offering a well-rounded and globally competitive education. By integrating national, international, and locally relevant content, the school strives to cultivate students who are not only academically proficient but also culturally aware, technologically adept, and prepared to navigate a diverse and interconnected world.
TEACHING PLAN RELATED
TO YOUR MAJOR
Before my arrival in Indonesia, I reached out to my Indonesian friends who had also participated in the SEA Teachers Program and were assigned to our university, the Cavite State University - Don Severino de las Alas Campus. Establishing a connection with them as my student buddies, I sought insights into their teaching experiences in their home country, aiming to gain a better understanding of their context.
Upon my commencement at Sekolah Harapan Prestasi, I took the initiative to introduce myself to the students. This introduction was conducted in both Bahasa Indonesia and English, creating a welcoming atmosphere and fostering a sense of excitement among the students. By incorporating their native language and expressing my willingness to embrace their culture, I aimed to establish rapport and make the students feel comfortable and enthusiastic about our interactions.
Moreover, as I delved into the teaching environment at Sekolah Harapan Prestasi, I discovered the utilization of a long-term plan and a short-term plan. To align with the school's instructional framework, I diligently adhered to their short-term plan format. Fortunately, the structure of their plan resonated with the lesson planning methodology I had previously employed in the Philippines, instilling a sense of confidence as I embraced the teaching responsibilities.
Short term plan for Seventh and Eighth grade
In collaboration with my cooperating teacher, I was assigned specific topics to teach at different grade levels—one for grade 7 and another for grade 8. Recognizing the limited opportunities I had to contribute to the students' learning experience at Sekolah Harapan Prestasi, I approached each teaching session with utmost dedication and effort, ensuring that I made the most of the valuable teaching opportunities provided to me.
In essence, my pre-arrival interactions with Indonesian friends, the inclusive introduction to the students, alignment with the school's planning structure, and wholehearted commitment to teaching all contributed to a meaningful and enriching experience during my time at Sekolah Harapan Prestasi.