Project Description

Secondary Diploma Programme

JMS Secondary School consists of Lower Secondary (Grade 7 and 8), Upper Secondary (Grade 9 and 10) and Diploma (Grade 11 and 12). For the Lower Secondary JMS uses Cambridge Secondary Programme 1, for the Upper Secondary we use Cambridge International General Certificate of Secondary Education (IGCSE), while for the Diploma level JMS uses International Baccalaureate (IB) Diploma Programme. JMS learners go through a smooth transition from Primary Years, which use Primary Cambridge Program curriculum, to the Lower Secondary level.

Upper Secondary (Years 9-12)

JMS upper secondary program of studies are a combination of the best curriculum models of Cambridge IGCSE and International Baccalaureate (IB) Diploma Programme. Using these two programs in our school prepares learners for college or university. We use an inquiry-based approach to better prepare our learners for the 21st century. We aim to prepare them for all of life’s possibilities by placing an emphasis on academics, the creative arts, technology, community service, and with a focus on their personal needs.

A Holistic Approach

Our school programme provides opportunities for learners to excel and develop new-found passions, whether intellectual, sporting, entrepreneurial, creative or service related. Our camp week and field-based investigations see our learners exercising leadership and learning first-hand about the world’s people, cultures and humanitarian and environmental concerns. Student leadership is encouraged and developed across all areas of school. Activities range from academic enrichment and support to student led clubs and initiatives.

Learning at JMS is not confined to the classroom. Our learners participate in a range of relevant and engaging hands-on outdoor learning opportunities including field trips and field investigations which all of them to apply their learning in a real-world context. Our camp week sees our learners in Years 9-12 traveling to countries such as Thailand, Vietnam, Malaysia, and around Indonesia to learn about the world’s people, cultures and humanitarian, and environment concerns firsthand.

Communication and Assessment

Communication and connecting with our parents are important to us. Our open-door policy ensures parents are able to meet with their child’s teachers at a mutually convenient time to discuss any concerns they may have.
Our teachers use regular assessments through the school year to track each learners progress. In the JMS, formative assessments monitor learning and provide ongoing feedback during a unit, while summative assessments evaluate learners learning at the end of a unit by comparing it to a standard or benchmark. In Cambridge IGCSE and IB DP, assessment takes the form of both internal and external assessment. All final assessment is externally assessed and moderated and leads towards the award of the Diploma.

University Guidance

All JMS learners in Years 9 to 12 are supported by an experienced team of JMS leadership and teachers. Their goal is to help each learner identify and maximize the likelihood of admission to a range of “good fit” universities. Each year, we here at JMS have representatives from leading universities across the world including Australia, Europe, the UK, Canada and the US, visit JMS to meet learners and provide information on possible courses. 

Cambridge IGCSE

JMS implements the IGCSE at the Upper Secondary level Years 9-10. To help students apply content knowledge in projects of their interests and practice working and communicating skills in English, JMS Upper Secondary learners are exposed to research opportunities. Learners learn to identify issues, justify ways leading to results, and making appropriate presentations in both verbal and written formats. To emphasize the impact of process on outcomes, JMS engages learners to participate in reflective sessions to guide students to learn to observe and take notes of what they have learnt from the process, what they have learnt from others, and how they can improve in the future. This is a crucial step. Learners conduct self-evaluation and peer review to learn the value of quality approaches to teaching and learning. They then become independent learners who are critical, comfortable and capable of stepping outside the box. In this setting, not only are JMS Upper Secondary learners fit for high academic standards but they are also equipped with transferrable skills widely-recognized and needed in real life across disciplines and cultures.


IB Courses may be taken individually for IB Certificates or as part of the full IB Diploma Program (DP). The IB is widely recognized and highly respected by colleges and universities all around the world. Students who complete the IB Diploma Program or Courses/Certificates may be granted credit or allowed to take more advanced courses in many colleges and universities.

The Core of the IB DP

Theory of Knowledge

This course brings together the three elements of the IB Core; The Theory of Knowledge course, the Extended Essay, and support for reflections in CAS. “Who am I as a knower? How do I know those things I believe to be true?” The purpose of this course is to help learners recognize themselves as “knowers.” They are invited to question the validity of the bases of knowledge they receive in their schooling, as a foundation for lifelong learning and the development of a personal philosophy. The skills emphasized in the course are critical thinking, active discussion, analytical writing and integration of knowledge.


Creativity Action Service (CAS) enables students to enhance their personal and interpersonal development through experiential learning. A meaningful CAS program is a journey of discovery of self and others. For many, CAS is profound and life-changing. Each individual learner has a different starting point and different needs and goals. A CAS program is, therefore, individualized according to student interests, skills, values, and background.


The extended essay is highly regarded as a tool to help IB Diploma Programme (DP) learners learn the critical thinking skills and processes associated with carrying out research, enabling them to move more comfortably into the realm of universities, colleges and careers. It can also be recognised as contributing to a person’s capacity to discover for themselves the answers to the enduring questions—big and small—encountered during their life.


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