Cambridge Primary: Science

The Cambridge Primary Science curriculum is presented in four content areas:

1. Scientific Enquiry
2. Biology
3. Chemistry
4. Physics

Scientific Enquiry:
About considering ideas, evaluating evidence, planning investigative work and recording and analysing data.

The objectives of the Scientific Enquiry underpin Biology, Chemistry and Physics, which focus on:

• developing confidence and interest in scientific knowledge.
• developing environmental awareness and some history of science 

Source:
Cambridge Primary: Science Curriculum Framework

Cambridge Primary: Math Curriculum (Age 6)

NUMBER

Numbers and the number system
• Count, read and write numbers to at least 100 and back again.
• Count up to 100 objects, e.g. beads on a bead bar.
• Count on in ones and tens from single- and two-digit numbers and back again.
• Count in twos, fives and tens, and use grouping in twos, fives or tens to count larger groups of objects.
• Begin to count on in small constant steps such as threes and fours.
• Know what each digit represents in two-digit numbers; partition into tens and ones.
• Find 1 or 10 more/less than any two-digit number.
• Round two-digit numbers to the nearest multiple of 10.
• Say a number between any given neighbouring pairs of multiples of 10, e.g. 40 and 50.
• Place a two-digit number on a number line marked off in multiples of ten.
• Recognize and use ordinal numbers up to at least the 10th number and beyond.
• Order numbers to 100; compare two numbers using the > and < signs.
• Give a sensible estimate of up to 100 objects, e.g. choosing from 10, 20, 50 or 100.
• Understand even and odd numbers and recognize these up to at least 20.
• Sort numbers, e.g. odd/even, multiples of 2, 5 and 10.
• Recognize that we write one half 1/2 , one quarter 1/4 and three quarters 3/4.
• Recognize that 2/2 or 4/4 make a whole and 1/2 and 2/4 are equivalent.
• Recognize which shapes are divided in halves or quarters and which are not.
• Find halves and quarters of shapes and small numbers of objects.

Calculation 

Mental strategies
• Find and learn by heart all numbers pairs to 10 and pairs with a total of 20.
• Partition all numbers to 20 into pairs and record the related addition and subtraction facts.
• Find all pairs of multiples of 10 with a total of 100 and record the related addition and subtraction facts.
• Learn and recognise multiples of 2, 5 and 10 and derive the related division facts.
• Find and learn doubles for all numbers up to 10 and also 15, 20, 25 and 50.

Addition and subtraction
• Relate counting on/back in tens to finding 10 more/less than any two-digit number and then to adding and subtracting other multiples of 10, e.g. 75 – 30.
• Use the = sign to represent equality, e.g. 16 + 4 = 17 + 3.
• Add four or five small numbers together.
• Recognize the use of a symbol such as 􀂅 or Δ to represent an unknown, e.g. Δ + 􀂅 = 10.
• Solve number sentences such as 27 + 􀂅 = 30.
• Add and subtract a single digit to and from a two-digit number.
• Add pairs of two-digit numbers.
• Find a small difference between pairs of two-digit numbers.
• Understand that addition can be done in any order, but subtraction cannot.
• Understand subtraction as both difference and take away.

Multiplication and division
• Understand multiplication as repeated addition and use the × sign.
• Understand multiplication as describing an array.
• Understand division as grouping and use the ÷ sign.
• Use counting in twos, fives or tens to solve practical problems involving repeated addition.
• Find doubles of multiples of 5 up to double 50 and corresponding halves.
• Double two-digit numbers.
• Work out multiplication and division facts for the 3x and 4x tables.
• Understand that division can leave some left over.

GEOMETRY

Shapes and geometric reasoning
• Sort, name, describe, visualise and draw 2D shapes (e.g. squares, rectangles, circles, regular and irregular pentagons and hexagons) referring to their properties; recognise common 2D shapes in different positions and orientations.
• Sort, name, describe and make 3D shapes (e.g. cubes, cuboids, cones, cylinders, spheres and pyramids) referring to their properties; recognise 2D drawings of 3D shapes.
• Identify reflective symmetry in patterns and 2D shapes; draw lines of symmetry.
• Find examples of 2D and 3D shape and symmetry in the environment.

Position and movement
• Follow and give instructions involving position, direction and movement.
• Recognize whole, half and quarter turns, both clockwise and anti-clockwise.
• Recognize that a right angle is a quarter turn.

MEASURE

Money
• Recognise all coins and notes.
• Use money notation.
• Find totals and the coins and notes required to pay a given amount; work out change.

Length, mass and capacity
• Estimate, measure and compare lengths, weights and capacities, choosing and using suitable uniform non-standard and standard units and appropriate measuring instruments.
• Compare lengths, weights and capacities using the standard units:
centimetre, metre, 100 g, kilogram, and litre.

Time
• Know the units of time (seconds, minutes, hours, days, weeks, months and years).
• Know the relationships between consecutive units of time.
• Read the time to the half hour on digital and analogue clocks.
• Measure activities using seconds and minutes.
• Know and order the days of the week and the months of the year.

HANDLING DATA

Organising, categorising and representing data
• Answer a question by collecting and recording data in lists and tables, and representing it as block graphs and pictograms to show results.
• Use Carroll and Venn diagrams to sort numbers or objects using one criterion; begin to sort numbers and objects using two criteria; explain choices using appropriate language, including ‘not’.

PROBLEM SOLVING

Using techniques and skills in solving mathematical problems
• Choose appropriate mental strategies to carry out calculations and explain how they worked out the answer.
• Explain methods and reasoning orally.
• Explore number problems and puzzles.
• Make sense of simple word problems (single and easy two-step), decide what operations (addition or subtraction, simple multiplication or division) are needed to solve them and, with help, represent them, with objects or drawings or on a number line.
• Make up a number story to go with a calculation, including in the context of money.
• Check the answer to an addition by adding the numbers in a different order or by using a different strategy, e.g. 35 + 19 by adding 20 to 35 and subtracting 1, and by adding 30 + 10 and 5 + 9.
• Check a subtraction by adding the answer to the smaller number in the original subtraction.
• Describe and continue patterns which count on in twos, threes, fours or fives to 30 or more.
• Identify simple relationships between numbers and shapes, e.g. this number is double ...; these shapes all have ... sides.
• Make a sensible estimate for the answer to a calculation.
• Consider whether an answer is reasonable.

Source:
Cambridge Primary: Math Curriculum Framework

Cambridge Primary: Math Curriculum (Age 5)

NUMBER

Numbers and the number system
• Recite numbers in order (forwards from 1 to 100, backwards from 20 to 0).
• Read and write numerals from 0 to 20.
• Count objects up to 20, recognising conservation of number.
• Count on in tens from zero or a single-digit number to 100 or just over.
• Count on in twos, beginning to recognise odd/even numbers to 20 as ‘every other number’.
• Begin partitioning two-digit numbers into tens and ones and reverse.
• Within the range 0 to 30, say the number that is 1 or 10 more or less than any given number.
• Use more or less to compare two numbers, and give a number which lies between them.
• Order numbers to at least 20 positioning on a number track; use ordinal numbers.
• Use the = sign to represent equality.
• Give a sensible estimate of some objects that can be checked by counting, e.g. to 30.
• Find halves of small numbers and shapes by folding, and recognize which shapes are halved.

Calculation
 Mental strategies
• Know all number pairs to 10 and record the related addition/subtraction facts.
• Begin to know number pairs to 6, 7, 8, 9 and 10.
• Add more than two small numbers, spotting pairs to 10, e.g. 4 + 3 + 6 = 10 + 3.
• Begin using pairs to 10 to bridge 10 when adding/subtracting, e.g. 8 + 3, add 2, then 1.
• Know doubles to at least double 5.
• Find near doubles using doubles already known, e.g. 5 + 6.
• Begin to recognize multiples of 2 and 10.

Addition and subtraction
• Understand addition as counting on and combining two sets; record related addition sentences.
• Understand subtraction as counting back and ‘take away’; record related subtraction sentences.
• Understand difference as ‘how many more to make?’
• Add/subtract a single-digit number by counting on/back.
• Find two more or less than a number to 20, recording the jumps on a number line.
• Relate counting on and back in tens to finding 10 more/less than a number (< 100).
• Begin to use the +, – and = signs to record calculations in number sentences.
• Understand that changing the order of addition does not change the total.
• Add a pair of numbers by putting the larger number first and counting on.
• Recognize the use of a sign such as 􀂅 to represent an unknown, e.g. 6 + 􀂅 = 10.
• Begin to add single- and two-digit numbers.

Multiplication and division
• Double any single-digit number.
• Find halves of even numbers of objects up to 10.
• Try to share numbers to 10 to find which are even and which are odd.
• Share objects into two equal groups in a context.

GEOMETRY

Shapes and geometric reasoning
• Name and sort common 2D shapes (e.g. circles, squares, rectangles and triangles) using features such as number of sides, curved or straight. Use them to make patterns and models.
• Name and sort common 3D shapes (e.g. cube, cuboid, cylinder, cone and sphere) using features such as number of faces, flat or curved faces. Use them to make patterns and models.
• Recognize basic line symmetry.

Position and movement
• Use everyday language of direction and distance to describe movement of objects.

MEASURE

Money
• Recognise all coins and work out how to pay an exact sum using smaller coins.

Length, mass and capacity
• Compare lengths and weights by direct comparison, then by using uniform non-standard units.
• Estimate and compare capacities by direct comparison, then by using uniform non-standard units.
• Use comparative language, e.g. longer, shorter, heavier, lighter.

Time
• Begin to understand and use some units of time, e.g. minutes, hours, days, weeks, months and years.
• Read the time to the hour (o’clock) and know key times of day to the nearest hour.
• Order the days of the week and other familiar events.

HANDLING DATA

Organising, categorising and representing data
• Answer a question by sorting and organising data or objects in a variety of ways, e.g.
– using block graphs and pictograms with practical resources; discussing the results
– in lists and tables with practical resources; discussing the results
– in Venn or Carroll diagrams giving different criteria for grouping the same objects

PROBLEM SOLVING

Using techniques and skills in solving mathematical problems
• Choose appropriate strategies to carry out calculations, explaining working out.
• Explore number problems and puzzles.
• Find many combinations, e.g. combinations of three pieces of different colored clothing.
• Decide to add or subtract to solve a simple word problem (oral), and represent it with objects.
• Check the answer to an addition by adding the numbers in a different order.
• Check the answer to a subtraction by adding the answer to the smaller number in the question.
• Describe and continue patterns such as count on and back in tens, e.g. 90, 80, 70.
• Identify simple relationships between numbers and shapes, e.g. this number is ten bigger than that number.
• Make a sensible estimate of a calculation, and consider whether an answer is reasonable.

Cambridge Primary: Math

The Cambridge Primary Mathematics curriculum is divided into 5 content areas:

1. Number (Number and the number system, Calculation, Mental strategies*, +/-, x/:)
2. Geometry (Shapes and geometric reasoning, Position and Movement,
3. Measure (Money, Length, mass, and capacity, Time)
4. Handling data (Organizing, categorizing, and representing data)
5. Problem solving (Using techniques and skills in solving mathematical problems)

The first four content areas are all underpinned by Problem solving, which describes using techniques and skills and the application of understanding and strategies in solving problems. Mental strategies* are also a key part of the Number content.

This curriculum focuses on principles, patterns, systems, functions and relationships so that learners can:

•  apply their mathematical knowledge and develop a holistic understanding of the subject. 

Source:
Cambridge Primary: Mathematics Curriculum Framework

Cambridge Primary: English Curriculum (Age 6)

ENGLISH
(Cambridge Primary: English as a Second Language Curriculum Framework Stage 2)

Reading
• Recognize, identify and sound, with support, a limited range of language at text level
• Read and follow, with support, familiar instructions for classroom activities
• Begin to read, with support, very short simple fiction and non-fiction texts with confidence and enjoyment
• Understand the main points of very short, simple texts on some familiar general and curricular topics by using contextual clues
• Understand, with support, some specific information and detail in very short, simple texts on a limited range of general and curricular topics
• Understand the meaning of very short, simple texts on familiar general and curricular topics by rereading them
• Understand the meaning of simple short sentences on familiar general and curricular topics
• Use, with more infrequent support, a simple picture dictionary

Writing
• Plan, write and check, with support, short sentences on familiar topics
• Write, with support, short sentences which give basic personal information
• Write short familiar instructions with support from their peers
• Begin to use joined-up handwriting in a limited range of written work
• Link with support words or phrases using basic coordinating connectors
• Use upper and lower case letters accurately when writing names, places and short sentences during guided writing activities
• Spell a growing number of familiar high-frequency words accurately during guided writing activities
• Include a full stop and question mark during guided writing of short, familiar sentences

Use of English
• Use singular nouns, plural nouns – including some common irregular plural forms – and uncountable nouns, genitive ‘s/s’ to name and label things
• Use numbers 1–50 to count
• Use adjectives, including possessive adjectives, on familiar topics to give personal information and describe things
• Use determiners a, the, some, any, this, these, that to refer to familiar objects
• Use who, what, where, how many to ask questions on familiar topics; use impersonal you in the question: How do you spell that?
• Use demonstrative pronouns this, these, that, those and object pronoun one in short statements and responses
• Use personal subject and object pronouns, including possessive pronouns mine, yours to give basic personal information and describe things
• Use imperative forms [positive and negative] to give short instructions
• Use common simple present forms, including short answer forms and contractions, to give personal information; use common past simple forms [regular and irregular] to describe actions and narrate simple events including short answer forms and contractions
• Use common present continuous forms, including short answers and contractions, to talk about what is happening now on personal and familiar topics; use –ing forms swimming, spelling as nouns to describe familiar and classroom activities
• Use there is/are to make short statements and descriptions; use Have you [ever] been? to talk about experiences
• Use adverbs of time and place now, today, over, there, to indicate when and where;
use common –ly adverbs to describe actions; use the adverb too to add information
• Use can to make requests and ask permission and use appropriate responses here you are, OK;
use must to express obligation; use have + object + infinitive to talk about obligations; use will to talk about future intention; use What/How about + noun/-ing to make suggestions
• Use prepositions of location, position and direction:
at, behind, between, in, in front of, near, next to, on, to;
use prepositions of time: on, in, at, to talk about days and times;
use with to indicate accompaniment and instrument and for to indicate recipient; on personal and familiar topics
• Use Would you like to … to invite and use appropriate responses yes please, no thanks;
use declarative what [a/an] + adjective + noun to show feelings
• Use conjunctions and, or, but to link words and phrases
• Use when clauses to describe simple present and past actions on personal and familiar topics;
use so do I to give short answers

Listening
• Understand an increased range of short, basic, supported classroom instructions
• Understand a growing range of short supported questions which ask for personal information
• Understand an increasing range of short supported questions on general and curricular topics
• Understand the main points of short supported talk on an increasing range of general and curricular topics
• Understand some specific information and detail of short, supported talk on an increasing range of general and curricular topics
• Use contextual clues to predict content and meaning in short supported talk on an increasing range of general and curricular topics
• Understand short, supported narratives on an increasing range of general and curricular topics
• Recognize words that are spelled out in a limited range of general and curricular topics
• Identify initial, middle and final phonemes and blends

Speaking
• Make basic statements which provide personal information on a limited range of general topics
• Ask questions to find out about an increasing range of personal information
• Describe basic present and past actions on a limited range of general and curricular topics
• Use basic vocabulary for a limited range of general and curricular topics
• Give short, basic descriptions of people and objects
• Contribute a growing range of suitable words, phrases, and sentences during short pair, group and whole class exchanges
• Take turns when speaking with others in a growing range of short, basic exchanges
• Relate very short, basic stories and events on a limited range of general and curricular topics

Cambridge Primary: English Curriculum (Age 5)

What should my son be taught when he turns 5 years?
What is my son expected to learn during this early age (before 7 years)?

ENGLISH 
(Cambridge Primary, English as a Second Language Curriculum Framework Stage 1)

Reading
• Recognize, identify, sound and name the letters of the alphabet
• Recognize, identify, sound, segment and blend phonemes in individual words
• Identify and remember high-frequency sound and letter patterns
• Recognize, identify and sound, with support, familiar words and sentences
• Sight read high-frequency words
• Recognize that some sounds have more than one spelling
• Understand the meaning of very simple familiar phrases or sentences on familiar general and curricular topics by rereading them
• Use, with support, a simple picture dictionary

Writing
• Hold a pen/pencil in a comfortable and efficient grip
• Form higher and lower case letters of regular size and shape
• Write familiar words to identify people, places and objects
• Write letters and words in a straight line from left to right with regular spaces between letters and words
• Copy letters and familiar high frequency words and phrases correctly
• Copy upper and lower case letters accurately when writing names and places
• Spell some familiar high-frequency words accurately during guided writing activities
• Include a full stop when copying very high-frequency short sentences

Use of English
• Use common singular nouns, plural nouns [plural ‘s’] and proper names to say what things are
• Use numbers 1–10 to count
• Use basic adjectives and colors to say what someone/something is or has
• Use possessive adjectives to describe objects
• Use determiners a, the, this, these to indicate what/where something is
• Use interrogative pronouns which, what, where to ask basic questions; use the questions:
What color is it? What now?
• Use demonstrative pronouns this, these to indicate things
• Use personal subject and object pronouns to give basic personal information
• Use imperative forms of common verbs for basic commands and instructions
• Use common present simple forms [positive, negative, question] to give basic personal information
• Use common present continuous forms [positive, negative, question] to talk about what is happening now
• Use have got + noun to describe and ask about possessions
• Use basic adverbs of place here, there, to say where things are
• Use can/can’t to describe ability; use have got to describe possession
• Use basic prepositions of location and position to describe at, in, near, next to, on to describe where people and things are; use prepositions of time: on, in to talk about days and time; use with to indicate accompaniment; use for to indicate recipient
• Use would you like + noun, to enquire; use let’s + verb; use like + verb + ing to express likes and dislikes
• Use conjunction and to link words and phrases
• Use me too to give short answers

Listening
• Understand a limited range of short, basic, supported classroom instructions
• Understand a limited range of short supported questions which ask for personal information
• Understand a limited range of short supported questions on general and curricular topics
• Understand the main points of short, supported talk on a limited range of general and curricular topics
• Understand some specific information and detail of short, supported talk on a limited range of general and curricular topics
• Use contextual clues to predict content in short, supported talk on a limited range of general and curricular topics
• Understand very short supported narratives on a limited range of general and curricular topics
• Recognize the names of letters of the alphabet
• Recognize the sounds of phonemes and phoneme blends

Speaking
• Make and respond to basic statements related to personal information
• Ask questions in order to find out about a limited range of personal information and classroom routines
• Use a limited range of basic words, phrases and sentences related to classroom objects, activities and routines
• Respond to basic questions on classroom and daily routines
• Use words and phrases to describe people and objects
• Contribute suitable words and phrases to pair, group and whole class exchanges
• Take turns when speaking with others in a limited range of short, basic exchanges
• Express basic likes and dislikes

Cabmridge Primary: English

The Cambridge Primary English curriculum is divided into 5 areas:

1. Phonics, spelling and vocabulary
2. Grammar and punctuation
3. Reading
4. Writing
5. Speaking and listening

What this curriculum is expected to do for the children:

• develop thinking skills and encourage intellectual engagement
• enable learners to communicate confidently and effectively
• develop critical skills (to respond to media and texts with enjoyment and understanding)
• develop a first language competency in English* 

 *Based on a curriculum designed to be successful in any culture and to promote cross-cultural understanding.

Maybe I should redesign the curriculum to be successful in teaching English as well as Islamic Knowledge. Perhaps this is what's called Unit Studies, all knowledge (English, Math, Science) centered around one main subject (Islam). The curriculum must be customized.

Cambridge Primary Curriculum

The Cambridge IGCSE Primary Curriulum is for children age 5-11 years.

The 3 main subjects taught are:

• English
• Math
• Science

Each year of their education is marked in Stages, thus Stage 1 to 6:

• Stage 1 (5 years): Cambridge already teaches how to read and write!
• Stage 2 (6 years)
• Stage 3 (7 years): In Islam, this should be age to start formal education.
• Stage 4 (8 years)
• Stage 5 (9 years)
• Stage 6 (10 years): The children's "light bulbs" have just turned on!

Yet at age 10 they are already learning so much! Let's take a look in the upcoming posts.

Cambridge IGCSE

IGCSE stands for International General Certificate of Secondary Education

Their age grouping does not seem to aline with children's psychological development.

Play Age ends at 4?!       Play Age ends at 7/8 (same in Islam)
Primary ~ 5-11 years        Primary starts at 7-8-9
Secondary I ~ 11-14        Knowledge Level/Grammar 10-12
Secondary II ~ 14-16       Understanding Level/Logic 13-15
Advanced ~ 16-19           Wisdom Level/Rhetoric 16-18


I am beginning to think maybe their curriculum starts too early.

Comparing Curricula

This week, I will compare the International and the National Curriculum options for children before age 7.

List of International Curricula for Age 5, 6, and 7:

• Cambridge IGCSE
• Kinza Academy
• K-12

List of National Curricula  for age 5,6, and 7:

• Pendidikan Anak Usia Dini (PAUD)

___________________________________________

Next Post will be on Curriculum for age 7+

For Elementary School children, there is only 1 National Curriculum:

• The National Curriculum designed by the Indonesian Department of Education 2003

      Kurikulum Nasional oleh Departemen Pendidikan Nasional 2003

      Which applies for :

• SEKOLAH DASAR (Elementary School)
• MADRASAH IBTIDAIYAH (Islamic Elementary School)

Homework2: Homeschool Models and Methods

I read somewhere before that there are as many number of homeschooling methods as there are homeschooling families. That means, there are sooo many! I am confused even looking at the names of the methods. I have not read about each one yet, but Rumah Inspirasi suggested we should take this Homeschool Method Quiz to help us decide. I have not done it yet, but inshaAllah when I do, I will post my results here.

Homework1: Setting the Family Vision

After participating in the first session of a Webinar conducted by Rumah Inspirasi, a homeschooling family in Indonesia, I have learned that before embarking on the journey to homeschool, we as parents must decide together what is important for our family. Our vision and our mission as a family is the key in deciding if homeschooling is better for our children than enrolling them in a school. It may be that what we envision for our children can be easily achieved by formal schooling thus having no need to even consider homeschooling.


Rumah Inspirasi never claim that homeschooling is always better than school. It could be that school is also good for our child. It depends on what we intend to achieve through our method of education. This factor also becomes the basis for deciding what type of school is best for our child, whether:

• Secular School (Sekolah Negeri)
• Religious School (Muhammadiyah, MAN, etc.)
• Religious Boarding School (Pondok Pesantren)
• International Schools (Sekolah Internasional) 
• International Islamic School (JISc)
• Etc.

Or the type of homeschooling approach, including:

• School at Home
• UnSchooling
• Etc.

Finally, after a discussion with my husband, we have decided that for our child to have good manners and good character, is what's important for our children now. We observe that modern day schooling has if not almost completely wiped out Character Building in their curriculum. What good is the richest businessman if he does not do charity, what good is the smartest scientist if he thinks he can clone humans, and what good is a world traveler if he forgets his parents when they reach old age? We are concerned about the outcome of our children's personality and morality when we do not have control over what they learn at school. Consequently, we are in the stage of considering homeschool as a method to facilitate ourselves in teaching morals to our children.

We believe that children under age 7 must not be pressured to learn academics, instead to just let them play and discover their natural surroundings. So for now, I'll see what I can start teaching my boys as they are only 3.5 and 2 years old. Meanwhile, I will do research on the most suitable homeschooling method for them once they reach school age, 6 or 7 years old ~ if we decide to home school them, inshaAllah.

As a small note, I've always said "I" due to the fact that most of the education would be burdened on me since I would be the one with my children 24/7. al-Hamd'lillah for the blessing that I currently do not have to work outside the home. However, their father, not being home most of the time to carry out his occupation, would not be left out in deciding what all is important for them to learn. With this, as parents, we too will be pushed to constantly seek knowledge, both in deen and dunya to be passed on to our children. Praise be to Allah, I see this as my lifetime challenge.

So now, whenever I search for information on homeschooling, I should keep in mind always about what's important for my family to be taught and trained to our children.

Let's start the research!

Bismillahi rahmani rahim

Al-Azhar Preschool

An Islamic Indonesian Preschool, Al-Azhar Preschools are run under the Al-Azhar Islamic Boarding School Foundation in South Jakarta (Yayasan Pesantren Islam Al Azhar) established by Prof. Dr.Buya Hamka.

Al-Azhar Yogyakarta

Al-Azhar Preschool Curriculum

InshaAllah, this school is on the list of schools to consider until we come to Indonesia to see for ourselves.

Budi Mulia Preschool

An Islamic Indonesian Preschool, Budi Mulia surprisingly teaches the children to practice HAJJ as part of learning the 5 pillars of Islam. Very cute photo, take a look: Budi Mulia students practicing the Hajj.

However, I noticed in their profile statement, the reason behind their establishment is "to provide nursing as well as daycare (literally: a place to drop off children) besides teaching some classes"

"Pra-TK dan TK Terpadu Budi Mulia Dua didirikan berdasarkan kebutuhan sebagian masyarakat yang menginginkan adanya sekolah yang menawarkan pengasuhan sekaligus penitipan anak selain pelajaran kelas. Kebutuhan ini terutama muncul dari pasangan suami istri yang bekerja, dengan jam kerja mulai dari pagi hingga sore hari. Selain membutuhkan keamanan bagi putera-puterinya, mereka juga membutuhkan pengasuhan yang terarah selama mereka bekerja. Pengasuhan seperti itu tidak mungkin dapat diharapkan dari para pembantu rumah tangga. Kebanyakan pasangan muda juga tidak ingin memilih salah satu antara karier atau anak seandainya ada solusi yang memungkinkan untuk memilih kedua-duanya."

Somehow, I don't find the word 'penitipan' very comforting.

Source: TK Budi Mulia Dua, Seturan

English-Medium Preschool

One of the main reasons I am considering to homeschool my children is that I want to maintain the English language skills they acquired from living abroad. When we return to Indonesia, everyone speaks Indonesian and all schools are conducted in Indonesian (unlike India and other countries implementing English Medium Education). The choice boils down to either I put them in a school conducted in English or I teach them myself in English.

There are 2 options for English-Medium pre-schools in my city:

1. OLIFANT-PreSchool run by Locals (Bi-Lingual)
2. YIS ~ Yogyakarta International School run by Foreigners (Full English)

A quick glance into their curriculum did not give me any assurance that I want to put my children in either of those schools. They are definitely secular schools, no Islamic education at all whatsoever.

Wajah Sistem Pendidikan di Indonesia

Wajah Sistem Pendidikan di Indonesia
WajahPendidikan.com ~ Timothy Wibowo

Points to Ponder
1. Pendidikan di Indonesia sudah berubah
2. Sistem Pendidikan di Indonesia sudah tidak mendidik karakter

Sekolah Rumah atau Rumah Sekolah

Homeschooling: Sekolah Rumah atau Rumah Sekolah
Indosiar.com

Points to Ponder:
1. Homeschooling Classification
2. Homeschooling Weaknesses and Strengths
3. Requirements to Succeed

Home School Kak Seto

HOME SCHOOLING Kak Seto

(Sekolah-Rumah, Pilihan untuk Kembangkan Potensi Anak)

The Independen's Weblog's: Jujur, Terbuka & Apa Adanya

Points to Ponder:

1. Kak Seto's Method of Homeschooling

2. Reasons for Homeschooling