Curriculum & Framework

Our curriculum utilizes the full range of activities that are designed to enrich creative young minds. We use Finnish Waldorf Framework integrated with Indonesian National Curriculum, subjects are seamlessly integrated with each other providing nuance, context, understanding and deeper learning. Our deep and varied curriculum includes age-appropriate, rigorous academic work, as well as rich artistic experiences that combine to make learning an adventure, not a chore.

In line with our philosophy, we believe children have different talents and dispositions as well as multiple intelligences: our pedagogical models are highly differentiated, everything from the introduction of the alphabets to the Algebra is taught with depth and relevancy to the  world we live in.

In order to create students capable of facing 21st century challenges, MWS educates children in a way that they develop a love of learning.  Our instructional design uses latest advancement in PBL (Project Based Learning). PBl is a dynamic learning approach where students are engaged in and actively explore real world problems and challenges to acquire deeper learning.


“Assessment should be deliberately designed to improve and educate student performance, not merely to audit as most school tests currently do.”

The purpose of assessment is to improve student’s learning, it is an ongoing process which goes on through the teaching and learning. The formative assessment focuses on the learning process not the right or wrong answer. It helps children to become aware of their weaknesses and strengths, areas that they are good at and areas that they need to improve. Assessment if  focussed on developing learning can help create a child who has love of learning. At Millennia, we believe that formative is more important than summative assessment and we help children achieve.

Principles of Assessment

  • Every child has to be promoted to next grade

  • There is remedial or enrichment time for students

  • There is continuous assessment in every subject

  • There is regular feedback to students in terms of descriptive/oral feedback

  • There is self feedback, peer feedback and teacher feedback

  • All the feedback is constructive and aimed at developing the skills of the children

For External Assessment, we use National Board Examination (UN) and for International Assessment we use Cambridge Progression Test and Check Point Test.  

Project Based Learning

PBL is an important contemporary instructional approach that enables students to master academic skills and content knowledge, develop skills necessary for future success, and build the personality needed to address challenges of life. A high quality project requires students to think critically about complex problems, questions and issues. In order for the students to complete the project successfully, it is important to learn academic content, concepts and skills. Student are more engaged in the learning process and tend to develop a deeper understanding of the content and skills which are required for life beyond school.

PBL helps develop 21st century skills which students need to succeed and at the same time develops capacity for critical thinking, communication, collaboration and creativity, also known as the four Cs of the 21st century learning. We use BIE Gold Standard PBL framework in which projects focus on student learning goals and should include essential design elements like knowledge, skills, questions, sustained enquiry, authenticity, student voice and choice, reflection, critique and revision, final product. We choose PBL because it is a kind of transformative for students, it is a mix of responsibility and choice, cognitive concepts and practical aspects within a protective environment but with real world authenticity.

Sustainable Life Skills

Sustainable living looks at the key issues facing the world today. It allows children to understand and interact with their local environment. It helps develop an understanding how they fit into the big picture of this world, and how their actions have an impact not only on their environment but on others as well.

Children learn about their environmental footprint, how this compares with their counterparts in other schools, countries and it allows them to take responsibility for their own actions. They are encouraged to think about the materials and resources they use within a global context and whether their counterparts overseas do things differently. Sustainable living develops knowledge, skills and motivations for action and contributions even though they are small but nonetheless children learn and understand that their contribution will help make world a better place. Through the understanding of Sustainable Development Goals (SDGs) students will understand that they are the part of this world and whatever they do has an important on the world and it is upto them whether they want this impact to be positive or otherwise. Students learn to grow their own food and understand the science behind farming and producing. The food that is grown is cooked by students which develops their culinary skills.