Appreciating the wonder and beauty of the world and its people.




    Cooperating, colaborating,and leading or following as the situation demands.




    Imagining themselves in another’s situation in order to understand his or her reasoning and emotions,so as to be open-minded and reflective about the perspectives of others.




    Enjoying learning and willingly putting the effort into the process.




    Respecting themselves,others and the world around them.




    Feeling confident in their ability as learners, having the courage to take risks, applying what they have learned and making appropriate decisions and choices.




    Being honest and demonstrating a considered sense of fairness.




    Thinking and acting independently, making their own judgements based on reasoned argument, and being able to defend their judgements.



    Open – Minded     

    We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.




    Being creative and imaginative in their thinking and their approach to problems and dilemmas.




    Being committed to their own learning, preserving and showing self-dicipline and responsibility.




    We understand the importance of balancing different  aspects of our lives intellectual, physical, and emotional to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.




    We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.




    We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global signi­cance.




    Being sensitive about differences and diversity in the world and being responsive to the needs of others.




    We express ourselves confi­dently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.




    Being curious about the nature of learning, about the world, its people and cultures..




    We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.



    Risk – Taker    

    We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

What curriculum is used by ECE for teaching and learning activities?


Level Age Curriculum
Baby Gym 6 – 23 months SVP Curriculum
Toddler 2 – 3 years SVP CurriculumMontessori approach
Nursery 3 – 4 years IB Primary Years ProgrammeMontessori approach
EY1 4 – 5 years
EY2 5 – 6 years

What is SVP- ECE’s position?

SVP ECE is an authorized International Baccalaureate (IB) PYP school since 1997
SVP ECE is licensed as Satuan Pendidikan Kerjasama (SPK) which is given to a school that implements international curriculum.
SVP ECE is accredited by Badan Akreditasi Nasional Pendidikan Non Formal (BAN PNF) Indonesia.
SVP ECE is a member of the Association of National Plus School (ANPS )

What are the school’s days and hours for the ECE programme?

Level Day Time
Baby Gym Monday, Wednesday, Saturday 08:00 – 08:50 and 09:00 – 09:50
Toddler Monday, Wednesday, Friday 08:00 – 10:00 and 10:30 – 12:30
Nursery Tuesday, Thursday, Friday 08:00 – 10:00 and 10:30 – 12:30
EY1 Monday, Tuesday, Wednesday, Friday 08:00 – 12:00
EY2 Monday, Tuesday, Wednesday, Friday 08:00 – 12:00

What are the extra curricular programmes in ECE?

● Robotics Club
● Drawing and Coloring Club
● Mini Orchestra
● Choir
● Modern Dance
● Traditional Dance
● Drama

At the end of the school year, we have the Learning Celebration and School Production, which each of them is done once in two years, as the culmination of the Extra Curricular Activities.

How many students do you have in one class?

Toddler : max. 20 students
EY 1 : max. 20 students
EY 2 : max. 20 students
Nursery : max. 20 students

How many teachers do you have in one class?

Toddler : 4 teachers
EY1 : 2 teachers
EY2 : 2 teachers
Nursery : 4 teachers

How can I find out about what is happening in the ECE programme?
● Parents will receive a Monthly Newsletter.
● Parents can access the class blogs of each level.
● Parents will receive letters/information from school through communication book, Email and SMS Blast
● Parents will be invited to year-level Learning Celebration
● Parents will be invited to PALs sessions

At what age is my child eligible to start school?

We have an open enrollment along the year. SVP’s cut off date is 31st October and your child may register to the respective level when he/she reaches the corresponding eligible age:

Level by 31st October of the current school academic year, the child should be at the age of :
Toddler 2 years old
Nursery 3 years old
Early Years 1 4 years old
Early Years 2 5 years old

What if my child speaks a language other than English?

It is common for a child in Sekolah Victory Plus to begin school speaking a language or languages other than English. We provide ESL (English as a Second Language) support through music and movements, story telling and lessons. The Total Physical Response method is also applied during the daily activities in the classroom to help the kids to feel able and be familiar with English. Sekolah Victory Plus also has the language policy to respect and support the use of mother tongue and Language of the Host Country (Bahasa Indonesia).

Does my child have to pass a screening test to enter SVP ECE?

Readiness or screening test is not be used as a basis for admission to the ECE program. However, prior admitting a student to SVP ECE, we have the observation of the students’ readiness done by the teacher of the respective level. The result will inform understanding of a child’s current competence levels as the recommendation for the teachers.

Will the ECE curriculum adequately prepare students for Grade 1?

Yes. The ECE programme prepares children for Grade 1 by developing interest in learning and providing a variety of learning challenges at the appropriate level.

How are Kindergarten students assessed and evaluated?

The assessment portfolio is a method of storing student-produced materials, students’ process in learning and various forms that the teacher has completed on the students’ progress. It allows teachers, students and parents to assess student growth and overall learning progress during a period of time. Work samples, such as drawing, emergent writing and print-outs of computer work, photos, assessment tools and students’ reflection are major components of the assessment portfolio. After assessment information has been gathered it is analyzed and shared with students and parents/caregivers. Indications of growth and development are communicated through a variety of methods, including scheduled information sharing sessions, informal visits, assessment portfolios and sometimes, depending on local evaluation policy, through report cards.

What are the common words used in the Early Childhood Education?

Anecdotal records Refers to written descriptions of student progress that a teacher keeps on a day-to-day basis.
Assessment the evaluation process in which various strategies and tools are used to gather information about the students’ growth and development.
Assessment portfolio a method of storing student-produced materials, students’ process in learning and various forms that the teacher has completed on the students’ progress.  It could also include rubric, checklists, etc. that the teacher and students have completed on the student’s progress. The portfolio allows the teacher, students and parents to evaluate student growth and overall learning progress during that period of time.
Cognitive development Progress in knowing, perceiving, recognizing.
Concrete experiences Active involvement with tangible situations and materials.
Cooperative play Children playing together in an organized learning environment  with a common purpose.
Curriculum Translation of educational goals into an organized set of intended learning outcomes and instructional plans.
Early Childhood Education at SVP Includes the period to six years old.
Emergent literacy The learning about reading and print that occurs before a person could be described as a reader or writer.
Evaluation The decision-making which follows assessment.
Eye-hand coordination The ability to use the eye and hand together to complete a task such as putting together a puzzle.
Facilitator An educator who assists the process of learning for the purpose of producing independent learners.
Formative assessment Designed for use during instruction to stimulate, guide and assess learning
Gross motor coordination Skills related to the use of the head, legs, feet and arms (e.g., skipping).
 Inquiry approaches Approaches teachers may take to achieve learning objectives that give students opportunities to construct own understanding.
Literacy The ability to read, respond to literature and write.
Manipulatives Toys or activities that involve the hand and the eye to work them (e.g., puzzles, interlocking blocks).
Parallel play Children playing side by side, but independent of one another.
Phonics The alphabetical principles that describe the relationships between the sounds and printed letters of the alphabet.
Play Time willingly spent in meaningful, pleasant activity that is often self-initiated and is participated in for its own sake.
Positive reinforcement Communicating in an encouraging way the recognition of good in a situation.
Role playing Dramatizing or taking on the role of a character or function.
Self-concept The sense of who one is and how one sees herself/himself, including a perception of interests, abilities, roles, etc.
Self-esteem A person’s perception of her/his self-worth.
Spatial relations The sense of how things relate to each other according to their position in space (e.g., above, beside).
Summative assessment Designed to be used at the end of learning to measure the extent of student learning progress relative to the learning outcomes.