We show our commitment in excelling education by applying Cambridge International Curriculum as one of the main curricula in our International program. Cambridge International has been known to be an awarding body by the regulators of examinations in England. In addition, has been used by over 10,000 schools in 160 countries, thus its quality in education is unquestionable.

We work with Cambridge education and share our values to maximise the students’ potential in the preparation for facing the global competition, as Cambridge Curriculum ensures the best practice of teaching method and assessment system. Besides, Cambridge International curriculum holds the international philosophy which can be tailored to local contexts. Thus, we can easily combine and integrate this curriculum with the national curricula to enrich the students’ input.

Cambridge International also opens bigger gate for the students to continue their study in reputable universities, since it has been recognised by leading universities and employers around the world for setting a global standard for education. It is known to be a curriculum which benefits the students in terms of the offered programmes and subjects, and how the method and assessment system help the students to be more confident, innovative, engaged and responsible, the characters needed in the global competition.

In preparing the readiness of the students in facing the rapidly-changing and demanding world, STEAM Education combines the discipline of Science, Technology, Engineering, Arts and Math to answer the demands. STEAM Education grants the framework which is utilised for linking the growing network of educational disciplines, businesses, and communities to create adaptable citizen-involved, globally-responsible, reality-based programs. It is based on natural ways of learning in which the teaching and learning practice will be contextual and adaptable.

By implementing STEAM framework, we also break the conventional test system. We do not want the students’ real competence only be measured by taking test which only needs memorisation. Using STEAM, we change the assessment system into projects and experiments which include more divergent thinking and implementation skills. By this, students’ critical thinking and creativity will be trained and improved.

We are fully aware that having good academic knowledge and practical skills are not sufficient for the students to really compete in the global community. As all students are projected to be the next leader, they need to be prepared with characters and behaviours of a leader. Here, teachers and students will have a whole new paradigm in education by seeing that:

  1. Everyone can be a leader,
  2. Everyone has genius,
  3. Change starts with me,
  4. Educators empower students to lead their own learning, and
  5. Develop the whole person, not just focus on academic achievement.

Shortly, this framework empowers the teachers to teach leadership to all students, establish a culture of student empowerment, and align the system to gain expected results in academic.

In implementing Leader in Me approach, our school provides some extraordinary programmes for maximising students’ leadership skills;

  • 7 Habits.
    All teaching and learning practices will be inserted with the 7 habits which consist of Be Proactive, Begin with the End in Mind (have a plan), Put First Things First (work first, play later), Think Win-Win (everyone can win), Synergize (Listen before talking), and Sharpen the Saw (balance in life). Thus, the teaching and learning method used will be student-centred which includes but not limited to presentation, discussion, debate, experiment and project with the teacher as the guide and supervisor.
  • Subjects’ PICs
    Beyond the class president, each school subject will have one Person in Charge (PIC) whose job is mainly to connect between the subject teacher and the classroom. PICs will be assigned by the class president and will be changing monthly.


  • Morning Assembly Leaders
    Since every morning before class we always have Muhassabah, it is the students who will lead everything, starting from gathering their classmates up, being the MC, and organise other things needed for the activity.
  • Classroom’s Officers
    Every classroom will have some officers who will be responsible in doing a certain job, such as Health Officer, Cleanliness Officer, Phone Officer, Homework Officer, Lunch Officer, Prayer Officer, Helping Officer and others. The officers will be changed monthly so that all students get the same experience.
  • Students’ Big Day
    At the end of the school year, students will have a graduation party. Here the event will be fully organised by the students. They will learn a lot on how to be leader, to communicate, to discuss for the best decision, to be confident and many more invaluable experiences.
  • The Leaders’ Conference
    From the beginning of school, students are asked to make portfolio on their works. All works, which can be assignment, homework, arts, project and other works, are collected and organised in a big map. In the end of the semester, when parents come to get the school report, all students will show their portfolio to their parents. They can explain what the things they have successfully work on, and they can share their difficulty they face as well.

This curriculum is a distinctive Islamic curriculum designed by ICBS. Our goal is to provide the students with the best exposure and experience in implementing all values of Islam based on Al-Qur’an and As-Sunnah. We ensure that the students apply the values in every action they do, so that they are able to balance out the knowledge they have learned to not overlap the Islamic values.

We provide many activities and programmes, such as Tilawah, Muroja’ah, Muhassabah, Takhoshshush Tahfizh Program, Islamic discussion and other activities which will develop the students’ quality as Moslems. Moreover, we also facilitate the students with an active Arabic environment. Students can freely learn and use Arabic to communicate with others. By doing this, we believe that the students will be fluent in Arabic, and at the end they can implement the values of Al-Qur’an and As-Sunnah in their life better.

K 13 is a nation-wide curriculum which is based on national standard of education. It is a revised version of CBC or KTSP with more emphasis on building the students’ characters, developing relevant skills based on students’ interest, needs and potential, applying the thematic approach to improve students’ cognitive skills (Kemendikbud, 2013). The goal of this curriculum is to create Indonesian generations who are productive, creative, innovative and affective through the integration of attitudes, skills and knowledge.


K 13 is designed by reflecting on scientific approach of teaching and learning. This is done by refining the implementation the relevant competency, organising the essential learning materials, imposing students’ active learning, providing contextual paradigm, designing textbooks which accommodate the process of learning from receptive to productive skills, and administering authentic assessment. Here, the teaching and learning method is more student-centred in which the students need to be proactive in exploring their curiosity.  This approach will include 5 ways before the students gain the expected knowledge, namely observing, questioning, experimenting, associating and networking (Kemendikbud, 2013).