Grade 1

In science lesson, the topics will be divided into three main fields, namely Biology, Chemistry, and Physics. In Biology fields, the First Grader will be introduced to plants, humans and animals. In which, they will know that plants are living things; get to know parts of a plant including the fact that plants need light to grow; explore how seeds grow become flowering plants; also explore ways different animals and plants inhabit local environment. Furthermore, the learners get chance to recognize similarities and differences between each other; know the name of external parts of body, as well as need for a healthy diet; explore how senses enable humans and animals to be aware of around; and know that humans and animals produce offspring which grows into adults. In the meantime, in Chemistry field, the learners will experience in using senses to talk about materials; identifying, recognizing, and naming the common materials; also sorting objects based on their properties. In Physics field, the First Graders will get learning experience in movement of the things, pushes and pulls as the forces, the cause of change direction and speed. Besides, they will also learn about sources of sound, sense that is used to hear is ears, and sound travels from a source can become fainter.

Grade 2

Three big branches of science still become the source of learning in Grade 2. In Biology, learners will explore more about living things in their environment. They should be able to identify similarities and differences between local environments, and they have to be aware that those can affect animals and plants who live in it. Besides, learners should also care about environment by understanding the ways how to do it. Then, learners will do observation of the weather and report the weather data. In addition, in Chemistry field, learners are invited to know the occurrence of materials either naturally or man-made, and also the types as well as the uses of different rocks. Further, the Second Graders get chances to know more about material changes. In this topics, learners will know how the shapes of some materials can be changed by squashing, bending, twisting, stretching, as well as by heating or cooling, and recognize that some materials can dissolve in water. In Physics, learners will get new knowledge about Light and Dark, and Electricity, The Earth and Beyond. The Second Graders are expected to be able to identify different light sources and shadows, know that darkness is the absence of light. The Electricity topic will be about components of simple circuits involving cells, and using switch to break circuit. Finally, learners of Second Grader will explore how the sun appears and move during the day, and model how the spin of the Earth leads to day and night.

Grade 3

The Third Graders will learn about Plants and Humans and Animals in more advance in Biology field. Learners will know the parts of plants, such as: roots, leaves, stems, and flowers. They will also get more knowledge of the growth of a plant is affected by temperature, and that it needs water, light, healthy roots, leaves, and stems to grow. Learning about Humans and Animals will be done through by doing these following activities: knowing life processes include nutrition, movement, growth, and reproduction; describing differences between living and non-living things; exploring exercise and adequate diet to maintain healthiness; exploring human senses; sorting living and non-living things. The Chemistry field will be about material properties, in which the learners are invited to experience learning through getting to know specific properties of materials, then sorting them based on their properties; exploring magnetic and non-magnetic materials; the last, discussing why materials chosen for specific purposes on the basis of their properties. Lastly, in Physics field, the learners will practically get chance to learn about forces and motion. The learners are expected to be able to know that pushes and pulls can be measured with force meters; explore how forces can make object start or stop moving, change the shape of the object, and make objects move faster or slower including friction.

Grade 4

The fourth Graders have chance to explore their curiosity about Human and Animals, as well as the Living Things in their environment under the Biology field. They will get more insight about bony skeletons inside human and animal body, how skeleton grow, support and protect the human body, muscles that attached to skeleton inside animal body, and know how muscle contract to make a bone move, also learn the roles of drugs and medicines. Moreover, learners are also invited to be aware of their environment through investigating how different animals are found in different habitats that suited to them; and through recognizing that human activity can affect the environment. In Chemistry, learners learn states of matter, i.e. solid, liquid, or gas. The changes of material when they are heated or cooled will also be investigated by learners in their learning activity, such as: melting, freezing, and evaporating. The Physics field will be about Sound, Electricity and Magnetism. Learners will involve in exploring how sounds are made from vibrated objects and measure the volume of sound using sound level meter. The learners will also be involved in investigating how sounds travel through materials to ear, and how some materials are effective in preventing sound. Besides, learners will get knew knowledge, that is about pitch in which pitch is able to describe high or low a sound is, and pitch can be changed in musical instruments. In Electricity and Magnetism topic, learners will experience in constructing complete circuits using switch, cell, wire, and lamps. Through this, then learner will know that electrical device will not work if there is a break in the circuit, also the electrical current flows and that models can describe flow. Finally, the Fourth Graders will explore about magnet, that magnet can attract only metals, and attract or repel each other.

Grade 5

The learners of Grade 5 will learn science through three big fields, namely Biology, Chemistry, and Physics. In Biology, the learners will gain more insight about Plants. The lesson to be learned, such as: the need of energy from the light of the sun for plants growth, reproduction of plants, the variety of ways of how seeds dispersed, the need of water and warmth for germination, insects pollinating some flowers, male and female organ of flowers produced by a plant, seed formed from pollen of male fertilize the ovum, life cycle of flowering plants, such as: fertilization, seed production, seed dispersal and germination. In Chemistry field, states of matter will be appear as the topic, and learners in Grade 5 are expected to gain more insight of knowing the occurrence of evaporation and condensation. Besides, they need to know that the boiling of water is 1000 C and the melting point is 00 C, and when a liquid evaporated from a solution the solid is left behind. The topic, Light, and Earth and Beyond will be the topics that Fifth Graders will learn under the field of Physics. The Physic lesson starts by learning how shadows are formed, the position of objects that affect size of shadows, and the change in length and position of shadow throughout the day. Next, learner will practically know that light sources can be seen because it enters our eyes, know that light intensity can be measured, explore about opaque materials and transparent materials. Lastly, learners will also be explained that beams/rays of light can be reflected by surfaces including mirrors, and when reflected light enters our eyes we see the object; and why a beam of light changes direction when it is reflected from a surface. For Earth and Beyond topic, the learning to be achieved are: Explore, through modeling, that the sun does not move; its apparent movement is caused by the Earth spinning on its axis; Know that the Earth spins on its axis once in every 24 hours; know that the Earth takes a year to orbit the sun, spinning as it goes; research the lives and discoveries of scientists who explored the solar system and stars.

Grade 6

The Sixth Grade learners will gain new insights about Human and Animals under the field of Biology, as they will be learning about major organs of body system, such as how to use scientific name, identify, and describe the main function of major organs of the body parts. Further, the Sixth Graders will explore how human have positive and negative effects on environment, and explore the ways of caring for the environment e.g. recycling, reducing waste, reducing energy consumption, not littering, encouraging others to care for the environment. Besides, learners are expected to know and explore about food chain, and be able to present it in text and diagram. In addition, they should be able to understand the term producer, consumer, predator, and prey, at which plant will be always as producer. To balance the science insight that they would have, the Sixth Graders are invited to learn more about material changes in Chemistry field. And the learning to be achieved are as follows: distinguish between reversible and irreversible changes; explore how solids can be mixed and separate them again; observe, describe, record and begin to explain changes that occur when some solids are added to water; explore how, when solids do not dissolve or react with water, they can be separated by filtering, which is similar to sieving; explore how some solids dissolve in water to form solutions and, although the solid cannot be seen, the substance is still present. Lastly, In Physics field, learners will experience learning about Forces and Motion, and Electricity and Magnetism in more advance. The purposes of the learning in Force and Motion topic are: distinguish the mass measured in kilogram and in newton; recognize and use units of force, mass and weight and identify the direction in which forces act; understand the notion of energy in movement, recognize friction as a force. Learners will practically experience learning about Electricity and magnetism through some activities such as: investigating how some materials and metal are better conductors of electricity; know the reason why metals are used for cables and wires, then plastics are used to cover; predict and test the effects of making changes to circuit; represent drawing circuits with drawings and conventional symbols.

Grade 1

In reading, the First Grader will be exposed to Fiction and Non Fiction texts. In Fiction and poetry, texts will be varied from real life stories, traditional tales from different cultures, fantasy stories, poetry and plays. Non-fiction: non-chronological report, simple recount, instructions. At the same time, Writing activities in the First Grade will be related to the texts above like making simple storybooks with sentences to caption pictures, retelling a familiar story or recounting an experience, writing simple information texts with labels, captions, lists, questions and instructions for a purpose in non-fiction as well as developing the presentation skill. In speaking area, children are required to speak clearly and choose words carefully to express feelings and ideas when speaking of matters of immediate interest. Converse audibly with friends, teachers and other adults, engage in imaginative play, enacting simple charachers or situations.

Grade 2

Grade 2 will learn the different common spellings of long vowel phonemes. They are expected to begin to read with fluency and expression, taking some notice of punctuation, including speech marks. Reading involves fiction and non fiction texts. In Fiction and poetry, texts will be varied from real life stories, traditional tales from different cultures, different stories by the same author, longer stories, poetry and plays. While in Non-fiction, reading may involve non-chronological report, instructions, explanation, reference texts. Children are required to identify and describe story settings and characters, recognising that they may be from different times and places, to predict story endings, and to talk about what happens at the beginning, in the middle or at the end of a story.In non fiction. In Non Fiction, children are required to answer to questions by reading a section of text; find factual information from different formats, e.g. charts, labelled diagrams; identify general features of known text types. In writing, children are to develop stories with a setting, characters and a sequence of events; able to link ideas in sections, grouped by content and starting to use dialogue in stories. Structure of a story needs to be completed with a beginning, middle and end. Children are required to be able to write simple evaluations of books read; instructions and recount events and experiences. In speaking and listening, children are encouraged to recount experiences and explore possibilities, explain plans and ideas, extending them in the light of discussion and articulate it clearly.

Grade 3

Grade 3 will be invited to explore more reading of fiction and non-fiction. Fiction and poetry reading includes real life stories, myths and leg ends, adventure stories, poetry and plays. While non-fiction includes letters, reports, instructions, reference texts. Children are required to start infering meanings beyond the literal, e.g. about motives and character; Identifying different types of stories and typical story themes and able to Identify the main points or gist of a text. In Reading, children are encouraged to scan a passage to find specific information and answer questions, to locate information in non-fiction texts using contents page and index. They will also learn ways that information is set out on page and on screen, e.g. lists, charts, bullet points.
In writing, children will write first-person accounts and descriptions based on observation, develop descriptions of settings in stories, write portraits of characters and simple play-scripts based on reading. Children will also learn to plan main points as a structure for story writing. They begin to organise writing in sections or paragraphs in extended stories, develop range of adverbials to signal the relationship between events, use reading as a model for writing dialogue. They are also required tobe able to write and perform poems, attending to the sound of words, writing book reviews summarising what a book is about, establish purpose for writing, using features and style based on model texts.

Grade 4

Grade 4 will learn broader variety of texts including historical stories, stories set in imaginary worlds, stories from other cultures, real life stories with issues/dilemmas, poetry and plays including imagery as well as non-fiction: newspapers and magazines, reference texts, explanations, persuasion including advertisements. Children are required to be able to make orderd points to make a coherent argument, able to make paragraphs and chapters, able to Identify different types of non-fiction text and their known key features. They will be asked to read newspaper reports and consider how they engage the reader, investigate how persuasive writing is used to convince a reader and Note key words and phrases to identify the main points in a passage. In writing area, children are exploring different ways of planning stories, and write longer stories from plans, elaborating basic information with some detail, writing character profiles, using detail to capture the reader’s imagination, exploring alternative openings and endings for stories. In Speaking area, children are asked to be able to organise ideas in a longer speaking turn to help the listener, using various vocabulary and level of detail according to purpose. They are expected to grab significant points on conversations and respond to main ideas with relevant suggestions and comments.

Grade 5

The following genres and text types will be learnt in Grade 5, e.g.:Fiction and poetry: novels and longer stories, fables, myths and legends, stories from other cultures, older literature including traditional tales, poetry and plays including film narrative and dramatic conventions. Non-fiction: instructions, recounts (including biography), persuasion. Children are required to be able to read widely and explore the features of different fiction genres, able to provide accurate textual reference from more than one point in a story to support answers to questions.They learn to Compare the structure of different stories, comment on a writer’s use of language and explain reasons for writer’s choices and interpret imagery and techniques, e.g. metaphor, personification, simile, adding to understanding beyond the literal. Children are encouraged to understand metaphorical expressions and figures of speech, identify the point of view from which a story is told, consider how a writer expresses their own point of view,e.g. how characters are presented. They are asked to read and identify characteristics of myths, legends and fables, comparing and evaluate the print and film versions of a novel or play, comparing dialogue and dramatic conventions in film narrative, read and perform narrative poems.
In Writing, children are required to be able to map out writing to plan structure, e.g. paragraphs, sections, chapters, able to write new scenes or characters into a story, or write from another viewpoint, own versions of legends, myths and fables, using structures from reading.Writing task also includes making a play-script, including production notes to guide performance, use imagery and figurative language to evoke imaginative response. They are also exposed to write non-chronological reports and explanations, a commentary on an issue, setting out and justifying a personal view and make notes for different purposes, using simple abbreviations and writing ‘in your own words’. In speaking, students are asked to shape and organise ideas clearly when speaking to aid listener, prepare and present an argument to persuade others to adopt a point of view and talk confidently in extended turns and listen purposefully in a range of contexts. They will be exposed to presentations of events and convey opinions with increasing clarity and detail, report back to a group, using notes to present findings about a topic studied. Evaluate what is heard and give reasons for agreement or disagreement.

Grade 6

In Grade 6, students are exposed to variety of Fiction and Non-Fiction texts. In Fiction, they wll be exposed to various genres including science fiction, extended narratives, stories with flashbacks, poetry and plays including imagery, while in Non-fiction texts are varied from instructions, recounts (including biography and autobiography), diaries, journalistic writing, argument and discussion, formal and impersonal writing. Students are required to develop familiarity with the work of established authors and poets, identifying features which are common to more than one text. They will learn how the author manipulates the reaction of the reader, e.g. how characters and settings are presented, look for implicit meanings, and make plausible inferences based on more than one point in the text. They will analyse the success of writing in evoking particular moods,e.g. suspense, paraphrase explicit meanings based on information at more than one point in the text, comment on writer’s use of language, demonstrating awareness of its impact on the reader. Exploring autobiography and biography, and first and third person narration will also be learnt.
In Writing, Grade 6 will learn how to plan plot, characters and structure effectively in writing an extended story, manage the development of an idea throughout a piece of writing, e.g. link the end to the beginning, establish and maintain a clear viewpoint, with some elaboration of personal voice.
Students are asked to use different genres as models for writing, use paragraphs, sequencing and linking them appropriately to support overall development of the text, use a range of devices to support cohesion within paragraphs and develop some imaginative detail through careful use of vocabulary and style. They are required to write non-chronological reports linked to work in other subjects, to develop skills of writing biography and autobiography in role, to argue a case in writing, developing points logically and convincingly.
In Speaking, students are exposed to spoken language well to persuade, instruct or make a case, e.g. in a debate, various vocabulary, expression and tone of voice to engage the listener and suit the audience, purpose and context. Reflection on variations in speech, and appropriate use of standard English; preparing, practise and improve a spoken presentation or performance; conveying ideas about characters in drama in different roles and scenarios through deliberate choice of speech, gesture and movement will also be learnt in Grade 6.

Grade 1

In the first Grade, three main topics studied are Harmony, Love, and Creatures. In harmony, students are encouraged to respect differences among religions, appreciate living together in harmonious way, to respect and love friends and other people with different beliefs, being tolerant and understand different practices of religions. In Love, students are learning how to love friends, family, being nice and respectful to others. While on the last topic covered, the Living Creatures, students are invited to make observations of the living and non living creatures and furthermore to be thankful for the existence of the creatures. Students are to show the gratefulness by showing good attitude and establish harmony relation with all creatures, taking a good care of surrounding and the environment.

Grade 2

In grade 2, three main topics covered are: Respect, Caring, Sympathy and Empathy. On the topic of Respect, students are invited to show respect in many different ways to friends, families and others regardless of differences. Students are asked to carry their duties in own religion toughtfully yet still being tolerant of other religions’ practices, living in harmony with friends from different faiths, religions, races, ethnicities and opinions. On topic of Caring, students are encouraged to show attitude of caring and helping each other. Students are invited to provide helps for people in need, encouraged to always being helpful and generous for the others in need in communities. Last topic of Sympathy and Empathy invite students to practice accepting differences in each person including differences in wealth, social economics status and ability. Students are also encouraged to always show sympathy and empathy for people suffering and start doing something for them.

Grade 3

In grade 3, there are four topics covered, i.e.: Religions Tolerance, World’s Religions, Cases in Religions and Human Relationship With God. On Religions Tolerance, students are expected to understand and appreciate the differences in religion, views, beliefs and religious experiences of others. On topic of religions in the world, students are encouraged to know different ways of worship according to different religions, to have a firm foundation about the existence of God according to different religions and able to apply the experience of God’s existence in own life. In Cases in Religions, students are invited to discuss problems or conflicts that may arise due to different kind of beliefs and able to give critical opinion about it. In last topic of Human Relationship With God, students are encouraged to understand their existence as creatures of God and being thankful for that by establishing individual relationship with God.

Grade 4

In grade 4, there are three main topics covered, i.e.: Humility, Preserverance & Persistence and Gratitude. On the topic of Humility, students are expected to appreciate the individual differences as a uniqueness and that everyone has strengths and weaknessess that we need to be humble all the time. Students are invited to submit all the glory of the strength to God and return all the glory to Him. On Preserverance & Persistence topic, students are expected to show endurace, persistence during tough times, brave to overcome any barriers and challenges in learning, assignments, and complete the difficult tasks. Students are expected to think creatively in generating new way outs and solutions. On the topic of Gratitude students are expected to show gratefulness in all kind of situations, being thankful for what the Lord has given and believe that God will not give any trial beyond the capabilities.

Grade 5

In Grade 5, four topics covered are harmony, tolerance, humility and love. In harmony, students are expected to live in harmony within the family, the school environment, and the bigger environment regardless of different beliefs and faiths. In tolerance, students are asked to know different ways of worship from different religions and understand the underlying principles of the rituals. By doing so, students are encouraged to see the value in each worship rituals. In humility topics, students are encouraged to always being appreciative to the existence of others and other people’s success. In loving one another, students are encouraged to do actions in loving families, neighbors, understand the nature of selfishness and self interests and able to eliminate it. In loving each other, students are encouraged to always living in harmony and settle differences in opinios in peace.

Grade 6

In the sixth grade there are three topics covered, i.e. : Man-God Relationship, Man-Man Relationship, and Man-Nature Relationship. Man-God relationship encourages students to execute His commandments and avoid His prohibitions with worships and prays according to the beliefs. In Man-Man relationship, students are expected to maintain good relationship one another, showing mutual respect and respect any individual differences. In topic Man-Nature relationships, students are encouraged to do actions tha show harmony relationship with nature, such as taking care of the environment, not littering, cleaning the community areas and not doing things that harms the environment.

Social Science in Primary covers Civics, Economy, Geography, Sociology and History.

In lower Primary, Civics covers Pancasila, rules and norms, rights and duties. Students will learn all silas in Pancasila and the daily applications of them. Children also learn about rules and norms and the benefits of rules and regulations for selves and others, mention the types of rules in the family, in the classroom and at the school, make examples of rules of games. In understanding the rights and duties, students were exposed to rights and duties using a simple story, mention the kinds of rights and duties. Students in these grades are expected to be able to apply living in a respectful and harmony atmosphere by understanding well about rights and duties, rules and norms. Economy covers about market activities, buying and selling activites and the use of money. We also discuss diversities of the job, the role of transportation and technology in economy activities. Geography starts with discussing maps and floor plans, developing a sense of place. Topics covered include geographical patterns and processes, environmental change and sustainable development. Geography provides students with values, knowledge, concepts, and skills to better understand ourselves, our relationship to the earth, and our interdependence with other peoples of the world. The locational organization scheme of geography provides a framework for learning the physical, sovcial, and natural phenomena and appearances. In history, students are encouraged to start with telling their own personal experiences. In  sociology, students learn traditional music instruments, traditional games, folk songs and dances and the cultural diversities in Indonesia.

Students in Upper Primary discusses deeper implementation of Pancasila in daily live as well as developing deeper discussion on rights and duties of citizenship in e veryday life at home, school and community. Furthermore, knowledge about General Election, States Institutions in all kind of levels as well as the functions and authorithies are introduced. Students also learn about countries associations and collaboration in the world especially in South East Asia. In economy, upper primary learn about factories, manufactures and distribution of goods and services, export and import activity, production, distribution, and consumption. In geography, children learn about natural and artificial appearances, like mountains, lakes, rivers, etc.. In these years, students also learns about ASEAN, the role of Indonesia in the ASEAN region, discuss about globalization, the advantages and disadvantages. In geography, Upper Primary learn the physical and human characteristics of places, rural and urban communities are investigated, exploring climatic and physical regions of the world and their natural resources. Concepts as mountain, river, plain, continent, equator, suburb, transportation, community, and lake are also studied. In history, children discussed Indonesian era from pra-aksara period, Hinduism, Buddhism then Moslem. Children are also exposed to the empires in those eras along with the artefacts. We also discuss the development of the administrative system in Indonesia, before and after Indonesian independence. In sociology, children discusses about tribes and cultures in Indonesia. In sociology, children explore the natural resources of Indonesia and neighboring countries.

The area of study aims to help children to survive and adjust better in dynamic changing world. Area studied stretches from Leadership, Entrepreneurship, Research and Invention.

In Leadership, child is equiped with self awareness skill, and are empowered to master skill set to be a leader, such as planning and setting goals, setting vision and priority management, team work skill as well as communication skill.

In Entrepreneurship, child is encouraged to develop a business, to learn the value of a thing, adding value and being able to co,municate the products or services developed.

In Research and Invention, children solve mysteries and problems in the nature through observation and experiments.

Children are invited to explore the richness of local culture and multinational cultures from around the world. Our Language and Culture subject mostly focus on Bahasa Subject and enriched with Balinese, Japanese, Mandarin and World History. In World History, children are invited to explore different parts of the world, the cultures, the richness and beauty of the different continents and countries.

In Bahasa, we have four big components, e.g.: Reading (Membaca), Speaking (Berbicara), Listening (Mendengarkan) and Writing (Menulis). Below are the indicators learnt in Bahasa of each Grade.

Science Expert provides an opportunity and situation that is conducive to build an innovation and discovery through series of observation and experiements. Aiming for making a science product and discovery, innovation and imagination skills are sharpened in this extracurricular as well as the tenacity skills to keep trying until it suceeds.

Entry Test Criteria: Critical Thinking Test and Industriousity Test

Cendekia Harapan facilitates children to unlock their potential on sport and dancing through cheerleader. Our cheerleader team is not high level of cheerleader which demands extreme physical movement. “World Star” is our cheerleader team name which based on values of solidarity, discipline and creativity and good self esteem. Cheerleader has words “leader” in it. We unlock students’ potential in being leader. Therefore teacher’s role as facilitator while students are given chance to develop, create and giving opinion to their team. One student is chosen as leader. In the whole year, children will learn about solidarity, master proper facial expressions and techniques as well as to create one coreograph. With this program, children are aencouraged to practise their self-confidence and competence by joining any cheerleader competitions in Jimbaran and Denpasar area.

Entry Test Criteria:Flexibility Test

Balinese Dance extracurricular is one way of maintaining Balinese’s culture. It combines a good harmony of movements with  traditional Balinese music. Children will learn basic techniques of dancing, like ngagem, miles, nyeledet and ulap-ulap. They will master some Balinese dances, like Panyembrahma and Kupu-Kupu Tarum. They will perform in end of year and end of academic year performance as well as any opportunity outside the school’s event.

Entry Test Criteria:Flexibility Test, Following Instruction Test

Theater is a collaborative form of fine art that uses live performers to present the experience of a real or imagined event before a live audience in a specific place (Wikipedia). Children will express their feelings through acts based on any kinds of literatures. Children will learn to make poems and scripts to be performed in school events and some competitions outside the schools.

Entry Test Criteria:Expression Test, Discipline Test

Cendekia Harapan Marching Band Team is a group of instrumental plays in harmony. It consists of Bellyra, Pianica, Drum and Simbal players as well as Majorette and Colour Guard. Along the year, CH Marching Band will have performances in the school events and or outside events. Children are going to learn 3 until 5 new songs.

Entry Test Criteria:Rhythym Test, Listening to Instruction Test

Learning to sew helps children become creative thinkers (according to findings from a clinical study of Home Sewing Association (HAS) in the late 1990s). We will improve our children’s creative thinking from mastering sewing techniques, like hand stitches (backstitch, basting stitch, blanket stitch, etc) and sewing patterns. By mastering the proper and wide techniques, children will be able to make simple costume for “menjahit” team and produce a special costume for their designated or chosen person.

Entry Test Criteria:Following Instruction Test, Tenacity Test

Craftmanship provide an opportunity and situation that is conducive to discovery and exploration. Through craftsmanship, children are prepared to be ready for real-life conditions, like learning on how to use different tools properly (hammer, nail, screw, screwdriver, etc), to work in team to produce some household products. By the end of semester, craftsmanship team will do a program called “Bedah Rumah” in which we will visit other student’s house and make some households needed.

Entry Test Criteria: Following Instruction Test, Tenacity Test

Volleyball is a team sport which consists of six players. Cendekia Harapan Volleyball team will be a solid team players that will compete in some competition among schools and outside schools. One big event that we will join is Porsenijar (Pekan Olah Raga dan Seni Pelajar) in Kecamatan Kuta Selatan. Children will practice passing on and down, smashing, blocking and doing proper serve. They also learn attack and defense strategies.

Entry Test Criteria:Physical Test and Discipline Test

Cendekia Harapan Basketball team aims for being an excellent collaborative team work with professional captain and supportive team members. Throughout the program, children will  learn basketvall rules and mastering techniques (dribbling, passing, shooting, rebounding, laying up, blocking and pivoting) as well as making strategic plan of competitions.

Entry Test Criteria: Physical test, Technique Test and Discipline Test

The difference between futsal and football is people need big field or space to play football but need small space or field to play futsal. Futsal only need 5 people in one team. Through futsal, students are learning to work in team, exercise their body, master the skill and being excellent in sport. Students not only expert in playing the game but also improve their mind and strategy in playing futsal. We want our Futsal team to join some competition among schools.

Entry Test Criteria: Physical test, Technique Test and Discipline Test

Pencak silat is widely known as martial arts. Pencak silat was chosen in 1948 as a unifying term for the Indonesian fighting styles. It was a compound of the two most commonly used words for martial arts in Indonesia. Pencak was the term used in central and east Java, while silat was used in Sumatra and Borneo. In modern usage, pencak and silat are seen as being two aspects of the same practice. Pencak is the performance aspects of the martial art, while silat is the essence of the fighting and self-defense (source from Wikipedia). Throughout this program, children will learn about the salutation, stances and footwork, as well as form (jurus). Children mastering this program will be sent to the competition in either Porsenijar (Pekan Olah Raga dan Seni Pelajar) or any other relevant competition to practise their confidence and skills.

Entry Test Criteria: Discipline Test

Pramuka (Scout) is an obligatory extracurricular in Indonesia since it plants one important value named “Discipline” in children’s personality. The children will learn “Baris Berbaris” which strengthen muscles and practise tenacity and patience in the same time. They also learn “sandi kotak”, semaphores and whistle hints. Understanding the signs of tracing and making stretchers and tents is another lesson that the children will experience. Through mastering all theses bases, we will join “Jambore Ranting” in the level of Kecamatan Kuta Selatan.