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We are a community of lifelong learners whom you can trust as a friend to empower your children being successful beyond schooling; whom your children can stay happily and safely to learn and play. We are made to grow since 1999 by Najelaa Shihab and Dewi Soeharto, who believe that the future awaits young great generation to lead and to create a harmonious society.
For about 20 years, we have emerged the extensive programs to unfold every child’s potential for what they love. In developing 5 stars values in our students, Cikal applies innovative teaching method and provides school facilities to ensure whole rounded child needs are met.
As per our plan to continue transforming beyond the conventional definition of schooling, we are sure the implementation of our personalized curriculum circle for each and every single one of our students, our competencies based digitally integrated curriculum for all levels, will be even more fun and meaningful.
The reflection process among teachers, students, and parents throughout the years will be a lifelong journey of bridging our children to be leaders of the future.
Cikal 5 stars competencies are our main objectives implemented in the whole school atmosphere planning, teaching and assessing in all level of interaction. Our aim is to be a community of lifelong learners making a difference through everything we do, every single day. The question of whether we “practice what we preach” is a continuous reflection in the way we do things between all members of our community educators, parents, students.
The Cikal 5 Stars competencies are a range of competencies which consist of specific knowledge, attitudes, skills and actions, which we believe are important for the development of the whole person.
Cikal 5 Stars Competencies are:
To measure our learning outcome, we explore and support children's potential through 5 ways (5Cs) and apply it through 14 dimensions of competencies. The 14 dimensions of Cikal are:
Understanding that competency grows differently in every individual, Sekolah Cikal believes that personalization is the key to nurture it at their best. According to the U.S. Department of Education (2010), personalized learning is when instruction is paced to learning needs, tailored to learning preferences, and tailored to the specific interests of different students. The students drive his or her own learning, connect learning with interests, passions, and aspirations, develop the skills to select and use appropriate technology and resources to support learning, demonstrate master of content in a competency-based model, employ assessment as learning, becomes a self-directed learner who monitors progress and reflects on learning based on mastery of the knowledge and skills.
As we explain Cikal 5 Stars Competencies as our vision and mission, our curriculum circle below will give the clear connection between the school’s vision and mission as “Cita”, the way or “Cara” in which learning interaction happens, and the school’s program as “Cakupan” or vehicle for every member of the school community to develop their 14 dimensions to the fullest
Core Circle: Sekolah Cikal Aim (5 Star Competencies)
Sekolah Cikal Curriculum aim the 5 Star Competencies. It is broken down into 14 dimensions. The 14 dimensions are a translation of Sekolah Cikal 5 Star Competencies in the form of competences that can be measured. The specific learning outcomes throughout these dimensions will later be expressed in curriculum documents and called the written curriculum.
Middle Circle: Sekolah Cikal Way (5Cs)
The second part of the curriculum model defines the Sekolah Cikal Way in attaining the 5 Stars Competencies. The Sekolah Cikal Way consists of the strategies of delivery and called the taught curriculum.
Outer Circle: Sekolah Cikal Program
This is the outer layer of the Sekolah Cikal Curriculum Circle. Sekolah Cikal Personalized Cikal Programs consist of the Required and Elective Programs that refers to the needs and interests of each individual student. Every student will have their own Personalized Curriculum Circle, allowing them to choose programs that support their prioritized dimension.
Sekolah Cikal has self-directed Programs and Practices consist of Core and Required Learning Areas. Students (together with teachers and parents) choose from the list of programs and practices according to their individual target and needs. Also, we nurture their greatness by using personalized approach supported with digital integration.
The process to attain the competencies are divided into 9 (nine) phases from Preschool to Secondary School as follow:
Phase A : Kelas Adik-Adik (9 to 24 Months old)
Phase B : Kakak-kakak - Pre Kindergarten (2 to 4 Years old)
Phase C : Reception Junior - Reception Senior (4 to 6 Years old)
Phase D : Year 1 - Year 2 (6 to 8 years old)
Phase E : Year 3 - Year 4 (8 to 10 years old)
Phase F : Year 5 - Year 6 (10 to 12 years old)
Phase G : Year 7 - Year 8 (12 to 14 years old)
Phase H : Year 9 - Year 10 (14 to 16 years old)
Phase I : Year 11 - Year 12 (16 to 18 years old)
The phases above show how curriculum levels typically relate to years at school. Many students do not, however, fit this pattern. They include students with special learning needs, students who are gifted, and students with no prior knowledge of the language being learned, regardless of their school year.
Programs in Sekolah Cikal is a set of curriculum that its learning objectives are organized in phases (of competency development). All programs are the media in which students use to achieve the prioritized dimension. Below are some principles for Programs in Sekolah Cikal:
1. Cross-site implementation
Students are allowed to choose and join programs from different sites of Sekolah Cikal to cater to their needs and interests.
2. Type of Class
Some program groups are given options to be implemented offline AND blended. The blended type of class is only applied in Language Studies, Social Studies, and Math program groups for Year 7 up. While these program groups are given options of offline and blended, the SSC (Student Support Centred) program group is ONLY offered blended.
3. All programs comply with the same standards and expectation
Regardless of the amount of the credit, or whether the program is held after school or within the school hour, every program is the same. Every student might have a unique timetable and whether a program is “required” or “elective” refers to every student’s needs. The used to be called “club” is just a program, the same as others.
4. The length of every program is minimum one semester
The discussion on how the students perform in a program will be done every term during PCC Talk. The students can only change program or change type of class, the minimum after 1 semester.
The International Baccalaureate® (IB) offers a continuum of international education. The programmes encourage both personal and academic achievement, challenging students to excel in their studies and in their personal development. Cikal has been already authorized to offer IB programmes.
The Cambridge international curriculum sets a global standard for education and is recognised by universities and employers worldwide. Our curriculum is flexible, challenging and inspiring, culturally sensitive yet international in approach. Cambridge students develop an informed curiosity and a lasting passion for learning. They also gain the essential skills they need for success at university and in their future careers.
The national curriculum is set forth based on the national education standards to ensure the achievement of National Education Goals. The goal of basic education is to develop learners’ basic intelligence, knowledge, personality, noble character, as well as skills to live independently and to continue their education.
National education standards consist of standard content, process, the value of graduates, teaching staff, facilities, management, fees, and scores. The curriculum is basically developed based on diversified principles related to the educational unit, regional potential, and learners. The standard learning process consists of exploration, elaboration, and confirmation.
The house system divides students in the Reception and upward levels, all teachers and staffs into four houses: Centicore, Dragon, Phoenix, and Unicorn.
The rationale behind this system is to develop:
Each student and staff are grouped under one of the houses and stay with the house during their whole academic year at Cikal. Families are grouped under the same house; this to ensure the continuing spirit of collaboration at home.
Members of each house are grouped into special buddy with one teacher and one student from each year level grouped together until the end of their academic year in Cikal. 53 Student on duty will work together with their house team. On a special school event, such as Pesta Rakyat 17-an, Sport /Art/Book/Social service week, there will be a special project or competition between houses.