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Class
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Homeroom Teacher
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Nizhamia Preschool

-Vision-

Indigenous Indonesian School is prepared on the Nizhamia Education system in which to develop students strive to be: Religious, Open Minded, Trustworthy, Knowledgeable, Communicative, and Reflective.

-Values-

Sincere – Integrity – Discipline – Compassion – Patient

Nizhamia school believes that every child has the right to live, grow, and progress to their fullest potential. For that reason, Nizhamia is determined to provide an educational institution that places the students as the primary actor in the learning process.

IB Primary Years Programme Early Years
	The early years settings of the Primary Years Programme (PYP) provides schools with a thoughtfully designed way to give 3-to-5-year old exactly that. The IB (International Baccalaureates) knows that young learners are intelligent, resourceful and creative individuals who grow, develop and learn at different rates. They explore their environment and learn about their world through play and relationships with peers, teachers, family and community members. Early learning in the PYP is aholistic learning experience that integrates socio-emotional, physical and cognitive development. In the PYP classroom, it takes place in dynamic environments that promote play, discovery and exploration through elements of PYP: Transdisciplinary Themes, Key Concept, Skills, Learner Profile and Action.
Transdisciplinary Themes
The six subject areas identified within the IB Primary Years Programme: language social studies mathematics arts science personal, social and physical education
The most significant and distinctive feature of the IB Primary Years Programme are the six transdisplinary themes These themes provide IB World Schools with the opportunity to incorporate local and global issues into the curriculum and effectively allow students to “step up” beyond the confines of learning within subject areas. Who we are Inquiry Where we are in place and time How we express ourselves How the world works How we organize ourselves Sharing the Planet

Nizhamia and IB Learner Profile
Nizhamia Learner Profile, which includes the attributes that describes the capacity, character and personality of Nizhamia learners, is to be able to succeed in their academic endeavors and, their life, in line with the school vision to prepare the Leaders and also the necessary skills for 21 ^st century.	The IB learner prole represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities.

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Learner Profile

Demonstration

NA	S	O	C

Assessment Overview

Assessment Policy
Nizhamia Preschool Yasmin Bogor
Rational

At Nizhamia Preschool Yasmin we believe that:
Assessment is ongoing process
Assessment is to provide feedback for the teaching and learning
Assessment is to help pupils to overcome difficulties and improve their learning
It also provides information for the pupils to understand what they have achieved and what they need to work on
Assessment creates a positive learning environment where teachers and pupils can do self-assessment towards their teaching and learning in the classroom

Definition
Assessment is the record keeping and reporting of all pupils’ achievement, academic, behaviour and attitudes in school. These form an important part of whole school policy and strategies. Types of assessment
Formative assessments are used to:

Identify children’s strengths and gaps in their skills/knowledge
Inform future teaching and learning strategies
Facilitate an evaluation of the effectiveness teaching and learning
Identify individuals and groups for specific intervention support

Summative assessment -Assessment of Learning
Summative assessment (assessment of Learning) is important for informing both parents and teachers of a child’s attainment and progress. This will also inform whole school target setting.
Summative assessments:

Record performance in a specific area on a specific date
Provide end of key stage test data

Assessment Grading Description

Achievement

Symbol	Description	Quantitative Report
E	Excellent	A
VG	Very Good	B
G	Good	C
NI	Need Improvement	D

Demonstration

Symbol	Description	Quantitative Report
C	Consistenly	A
O	Oftentimes	B
S	Sometimes	C
NA	Not Assessed Ye	D

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Summary of Assessment

Unit Assessment

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The central Idea:
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Line of Inquiry

Achievenment

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Across Early Years Competencies Learning Outcomes:

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Achievenment

NA	S	O	C

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Validated,

Homeroom Teacher

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Principal

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Acknowledged,
Parents

____________________