Khadija School Indonesia

CURRICULUM

The Khadija School Learner Profile aims to develop Islamic, nationally, and internationally minded people who, recognizing our common humanity and shared guardianship of the planet, help to create a better and more peaceful world. The Learner Profile is applied to students from Grade 7 to Grade 12. Khadija School learners strive to be:

  1. Hafizah
  2. Righteous
  3. Inquirers
  4. Knowledgeable
  5. Thinkers
  6. Communicators
  7. Principled
  8. Open­minded
  9. Caring
  10. Risk­takers
  11. Balanced
  12. Reflective

Khadija School is an Indonesian Islamic school providing national and international standard of education with research and IT based approach based on Al Quran and Sunnah.

LEARNING METHOD: Direct field research based learning (Theory, Field research, Report  writing, Results Presentation, Action, Service)

  • Theory: 10-20%
  • Field Research: 80-90% (Individual project, Community project, Action, Service)

CURRICULUM: KTSP, Kurikulum 2013, The International Baccalaureate (IB) standard and assessment.

LANGUAGE OF INSTRUCTION: English (main subjects), Arabic (Islamic studies) and Bahasa Indonesia (bahasa Indonesia)

Personal Development Program (PDP)

The PDP is an integral part of the Grades 7-9 curriculum. The Program covers five key areas: study, work, Islamic behavior and ethic, responsibilities and health. The majority of the Program is delivered during the weekly tutor period and includes tutors, teachers and guest speakers. The Program supports skills development in collaboration with subject areas. It is not assessed but provides opportunities for students to reflect on their learning and development through tutor/tutee review, individual reflection and portfolio selection.

Personal Project/Research

The personal project is a very important part of the SMP KHAS for all students. Completed as a requirement in the final year of the SMP KHAS (Grade 9), it is designed to provide evidence of the individual students’ understanding of the Areas of Interaction. The Personal Project or Research is a significant piece of work involving planning, research and a high degree of personal reflection.

Academic Honesty

All of a KHAS student’s submitted work must be their own and students must follow the appropriate procedures for acknowledging the use of all publications, including material which is freely available through electronic media. The school uses Turn­it­in at http://turnitin.com/ to confirm students’ work is their own. This website also gives good advice on maintaining academic honesty. These procedures are taught at KHAS and a guide is provided in the student homework diary. The school has an academic honesty policy, which is published on the school website http:www.khas.sch.id. The policy explains the difference between academic infringement and malpractice and the consequences of both.

Project Homework

Homework at KHAS is assigned not as a matter of routine but to extend the topic studied in class and to give the students an opportunity to work independently. Students are expected to take increasing responsibility for planning their work. If they are involved in extra­curricular activities, they may have to negotiate about deadlines.

It is the student’s responsibility to contact his or her subject teacher if a class is missed due to illness, attendance at an extra curriculum, or research Olympiad activity etc. and to collect the assigned class work/homework.

If a student fails to submit assigned tasks by the required due date, the student’s tutor, homeroom teacher and supervisor will be contacted. If a student is absent on the day work is to be submitted or a test is to be sat, they must submit the work or sit the test as soon as possible on their return.

Mother Tongue Language Policy

Maintaining and developing language and literacy skills in the mother tongue, in certain occasions/events, ensures continuous cognitive development, and in parallel with the competence in the language of instruction, leads to additive bilingualism. It also provides students with a deeper understanding of intercultural awareness and engages students in the language, literature and culture of their province or home country. The maintenance of the mother tongue facilitates students’ transition back into the school and society of their home country, should they return there. At KHAS, students whose mother tongue is English, Arabic are catered for within the school curriculum.

Service Learning and Community Engagement (SLCE)

Service Learning is a teaching and learning strategy that integrates meaningful service with instruction and reflection to enrich the student learning experiences and strengthen communities. Service Learning opportunities are available within the subject areas in the SMP KHAS and the PDP. Service Learning and Community Engagement also occur through the student’s individual activities in and out of the school environment. Both Service Learning and Community Engagement experiences are documented by the students under SA (Service as Action).

How do students get involved in Community Engagement activities?

Students can find out about the range of experiences available through their tutors, regular announcements, the KHAS Parents’ Association and by contacting the SMP KHAS SLCE coordinator and KHAS Principal.

What are the parameters for Service Learning and Community Engagement experiences?

Well­designed service learning experiences in the SMP KHAS are based on the five stages of service learning:

  • Investigation
  • Preparation
  • Action based on Al Quran and As Sunnah
  • Reflection
  • Demonstration

Students will be expected to document their journey as they engage in their service learning experience and reflect on how they have moved through the stages developed as a result of their actions.

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