CURRICULA
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.
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).
