Courses Overview

Cendekia Harapan Secondary commits for an education that enables children to develop original ideas and thoughts. With the core subjects from Cambridge Secondary-1 Curriculum and compulsory subjects from the Ministry of Education in Indonesia, Cendekia Harapan Secondary develops the most enjoyable journey of learning.

Secondary-1

The curriculum framework explores six content areas: number, algebra, geometry, measure, handling data and problem solving. The first five content areas are all underpinned by problem solving, which provides a structure for the application of mathematical skills. Mental strategies are also an important part of the number content. We focuses on principles, patterns, systems, functions and relationships, so that students apply their mathematical knowledge and develop a holistic understanding of the subject.

Students are able to recognise negative numbers as positions on a number line, and order, add and subtract positive and negative integers in context, Recognise multiples, factors, common factors, primes (all less than 100), making use of simple tests of divisibility; find the lowest common multiple in simple cases; use the ‘sieve’ for generating primes developed by Eratosthenes, Recognise squares of whole numbers to at least 20 × 20 and the corresponding square roots; use the notation 72 and .Interpret decimal notation and place value; multiply and divide whole numbers and decimals by 10, 100 or 1000, order decimals including measurements, changing these to the same units, round whole numbers to the nearest 10, 100 or 1000 and decimals, including measurements, to the nearest whole number or one decimal place, recognise the equivalence of simple fractions, decimals and percentages, simplify fractions by cancelling common factors and identify equivalent fractions; change an improper fraction to a mixed number, and vice versa; convert terminating decimals to fractions, compare two fractions by using diagrams, or by using a calculator to convert the fractions to decimals, add and subtract two simple fractions, understand percentage as the number of parts in every 100; use fractions and percentages to describe parts of shapes, quantities and measures, calculate simple percentages of quantities (whole number answers) and express a smaller quantity as a fraction or percentage of a larger one, use percentages to represent and compare different quantities, use ratio notation, simplify ratios and divide a quantity into two parts in a given ratio, recognise the relationship between ratio and proportion, use direct proportion in context; solve simple problems involving ratio and direct proportion.Students are able to consolidate the rapid recall of number facts, including positive integer complements to 100, multiplication facts to 10 x 10 and associated division facts, use known facts and place value to multiply and divide two-digit numbers by a single-digit number, know and apply tests of divisibility by 2, 3, 5, 6, 8, 9, 10 and 100, use known facts and place value to multiply simple decimals by one-digit numbers, calculate simple fractions and percentages of quantities, use the laws of arithmetic and inverse operations to simplify calculations with whole numbers and decimals, use the order of operations, including brackets, to work out simple calculations.Add and subtract integers and decimals, including numbers with different numbers of decimal places, multiply and divide decimals with one and/or two places by single-digit numbers, know that in any division where the dividend is not a multiple of the divisor there will be a remainder, the remainder can be expressed as a fraction of the divisor, know when to round up or down after division when the context requires a whole-number answer.

Add, subtract, multiply and divide integers, identify and use multiples, factors, common factors, highest common factors, lowest common multiples and primes, Read and write positive integer powers of 10; multiply and divide integers and decimals by 0.1, 0.01. Order decimals, including measurements, making use of the =, , > and < signs, Round whole numbers to a positive integer power of 10, e.g. 10, 100, 1000 or decimals to the nearest whole number or one or two decimal places, Find equivalent fractions, decimals and percentages by converting between them, Convert a fraction to a decimal using division; know that a recurring decimal is a fraction, Order fractions by writing with common denominators or dividing and converting to decimals, Use equivalent fractions, decimals and percentages to compare different quantities, Simplify ratios, including those expressed in different units; divide a quantity into more than two parts in a given ratio.

Know that letters play different roles in equations, formulae and functions; know the meanings of formula and function, Know that algebraic operations, including brackets, follow the same order as arithmetic operations; use index notation for small positive integer powers, Construct linear expressions, Simplify or transform linear expressions with integer coefficients; collect like terms; multiply a single term over a bracket, Derive and use simple formulae, e.g. to convert degrees Celsius (°C) to degrees Fahrenheit (°F).

Know that if two 2D shapes are congruent, corresponding sides and angles are equal, Classify quadrilaterals according to their properties, including diagonal properties, Know that the longest side of a right-angled triangle is called the hypotenuse, Identify alternate angles and corresponding angles, Find the midpoint of the line segment AB, given the coordinates of points A and B, Transform 2D shapes by rotation, reflection and translation, and simple combinations of these transformations, Understand and use the language and notation associated with enlargement; enlarge 2D shapes, given a centre of enlargement and a positive integer scale factor, Interpret and make simple scale drawings.

Choose suitable units of measurement to estimate, measure, calculate and solve problems in a range of contexts, including units of mass, length, area, volume or capacity, Know that distances in the USA, the UK and some other countries are measured in miles, draw and interpret graphs in real life contexts involving more than one component, e.g. travel graphs with more than one person, Know the definition of a circle and the names of its parts; know and use formulae for the circumference and area of a circle, Derive and use formulae for the area of a triangle, parallelogram and trapezium; calculate areas of compound 2D shapes, and lengths, surface areas and volumes of cuboids, Use simple nets of solids to work out their surface areas, Interpret tables, graphs and diagrams for discrete and continuous data, and draw conclusions, relating statistics and findings to the original question, Compare two distributions, using the range and one or more of the mode, median and mean, Compare proportions in two pie charts that represent different totals, Know that if the probability of an event occurring is p, then the probability of it not occurring is 1 – p, Find probabilities based on equally likely outcomes in practical contexts, Find and list systematically all possible mutually exclusive outcomes for single events and for two successive events.

Children’s House Secondary is presented in four content areas: Scientific enquiry, Biology, Chemistry and Physics. Scientific enquiry is about considering ideas, evaluating evidence, planning investigative work and recording and analysing data. The Scientific enquiry objectives underpin Biology, Chemistry and Physics, which are focused on developing confidence and interest in scientific knowledge. Environmental awareness and some history of science are also incorporated.

Scientific Enquiry

In Ideas and evidence, students must be able to talk about the importance of questions, evidence and explanations. To plan investigative work, students are to suggest ideas that may be tested, outline plans to carry out investigations, considering the variables to control, change or observe, make predictions referring to previous scientific knowledge and understanding, identify appropriate evidence to collect and suitable methods of collection and choose appropriate apparatus and use it correctly. While, to obtain and present evidence, students are to make careful observations including measurements, present results in the form of tables, bar charts and line graphs and use information from secondary sources. To consider evidence and approach, students are to make conclusions from collected data, including those presented in a graph, chart or spreadsheet, recognize results and observations that do not fit into a pattern, including those presented in a graph, chart or spreadsheet, consider explanations for predictions using scientific knowledge and understanding and communicate these and present conclusions using different methods.

Biology

There are some topics discussed in Grade 7, such as plants, humans as organisms, cells and organisms, living things in their environment and variation and classification. For plants topic, students are recognise the positions, and know the functions of the major organs of flowering plants, e.g. root, stem, leaf. While, in humans as organisms’ area, students explore the role of the skeleton and joints and the principle of antagonistic muscles, recognise the positions and know the functions of the major organ systems of the human body, research the work of scientists studying the human body.

For cells and organisms, students identify the seven characteristics of living things and relate these to a wide range of organisms in the local and wider environment, know about the role of micro-organisms in the breakdown of organic matter, food production and disease, including the work of Louis Pasteur, identify the structures present in plant and animal cells as seen with a simple light microscope and/or a computer microscope, compare the structure of plant and animal cells, relate the structure of some common cells to their function, understand that cells can be grouped together to form tissues, organs and organisms.

Furthermore, students describe how organisms are adapted to their habitat, drawing on locally occurring examples, draw and model simple food chains, discuss positive and negative influence of humans on the environment, e.g. the effect on food chains, pollution and ozone depletion, discuss a range of energy sources and distinguish between renewable and non-renewable resources.

Lastly, for variation and classification topics, students understand what is meant by a species, investigate variation within a species, classify animals and plants into major groups, using some locally occurring examples.

Chemistry

There are four big topics covered in chemistry Grade 7, those are States of matter, Material properties, Material changes and The Earth. For States of matter, students show in outline how the particle theory of matter can be used to explain the properties of solids, liquids and gases, including changes of state. Besides, they have to able to distinguish between metals and non-metals, describe everyday materials and their physical properties, use a pH scale, understand neutralization and some of its applications, use indicators to distinguish acid and alkaline solutions. To understand more about The Earth, students observe and classify different types of rocks and soils, research simple models of the internal structure of the Earth, examine fossils and research the fossil record, discuss the fossil record as a guide to estimating the age of the Earth, and learn about most recent estimates of the age of the Earth.

Physics

Students are able to describe the effects of forces on motion, including friction and air resistance, describe the effect of gravity on objects, understand that energy cannot be created or destroyed and that energy is always conserved, recognize different energy types and energy transfers, describe how the movement of the earth causes the apparent daily and annual movement of the sun and the stars, describe the relative position and movement of the planets and the sun in the solar system, discuss the impact of the ideas and discoveries of Copernicus, Galileo and more recent scientist, understand that the sun and other stars are sources of light and that planets and other bodies are seen by reflected light.

Scientific Enquiry

Grade 8 students start to discuss the importance of developing empirical questions which can be investigated, collecting evidence, developing explanations and using creative thinking. They do Test predictions with reference to evidence gained, Select ideas and turn them into a form that can be tested, Plan investigations to test ideas, Identify important variables; choose which variables to change, control and measure, and Make predictions using scientific knowledge and understanding.

To obtain and present evidence, students take appropriately accurate measurements, use a range of equipment correctly, discuss and control risks to themselves and others, and learn how to present results as appropriate in tables and graphs. After that, they make simple calculations, identify trends and patterns in results (correlations), compare results with predictions, identify anomalous results and suggest improvements to investigations, interpret data from secondary sources, discuss explanations for results using scientific knowledge and understanding. They communicate these clearly to others and present conclusions to others in appropriate ways

Biology

Students are focusing in plants and humans topic in this grade. They Explore how plants need carbon dioxide, water and light for photosynthesis in order to make biomass and oxygen, and Describe the absorption and transport of water and mineral salts in flowering plants. They also learn how to identify the constituents of a balanced diet and the functions of various nutrients, understand the effects of nutritional deficiencies, recognise the organs of the alimentary canal and know their functions, understand the function of enzymes as biological catalysts in breaking down food to simple chemicals, recognise and model the basic components of the circulatory system and know their functions, understand the relationship between diet and fitness, discuss how conception, growth, development, behaviour and health can be affected by diet, drugs and disease, recognise the basic components of the respiratory system and know their functions, define and describe aerobic respiration, and use the word equation, explain gaseous exchange, describe the effects of smoking, discuss the physical and emotional changes that take place during adolescence, and describe the human reproductive system, including the menstrual cycle, fertilisation and foetal development.

Chemistry

Students are able to show how the particle theory of matter can be used to explain the properties of solids, liquids and gases, including changes of state, gas pressure and diffusion, describe and explain the differences between metals and non-metals, give chemical symbols for the first twenty elements of the periodic table, understand that elements are made of atoms, explain the idea of compounds, name some common compounds including oxides, hydroxides, chlorides, sulfates and carbonates, distinguish between elements, compounds and mixtures, use a word equation to describe a common reaction, describe chemical reactions which are not useful, e.g. rusting.

Physics

Students are able to calculate average speeds, including through the use of timing gates, interpret simple distance/time graphs, explain the properties of sound in terms of movement of air particles, recognise the link between loudness and amplitude, pitch and frequency, using an oscilloscope, use light travelling in a straight line to explain the formation of shadows and other phenomena, describe how non-luminous objects are seen, describe reflection at a plane surface and use the law of reflection, investigate refraction at the boundary between air and glass or air and water, explain the dispersion of white light, explain colour addition and subtraction, and the absorption and reflection of coloured light, describe the properties of magnets, recognise and reproduce the magnetic field pattern of a bar magnet and construct and use an electromagnet.

English enables learners to communicate confidently and effectively and to develop the skills to respond to a range of information, media and texts with understanding and enjoyment. Learners who follow this framework will develop a first language competency in English based on a curriculum designed to be successful in any culture and to promote cross-cultural understanding.

Students are able to spell correctly most words used, increase knowledge of word families, roots, derivations, morphology and regular spelling patterns, use a dictionary and thesaurus effectively to further develop vocabulary, learn a range of vocabulary appropriate to their needs, and use words precisely in speech and writing to clarify and extend meaning and to interest their audience, learn to use the terms ‘image’, ‘simile’, ‘metaphor’, ‘onomatopoeia’, ‘setting’ and ‘genre’.For reading area, genres and text types recommended at Stage 7 are as follows: Fiction and poetry: suspense and horror stories, sci-fi and fantasy novels, contemporary folk and fairy-tales, short stories (including those set in different times and places), older literature (including drama), narrative and non-narrative poems, significant poems from before 1900. Non-fiction: contemporary biography, autobiography, letters and diaries, journalistic writing/writing with bias, news websites.

Spell most words correctly, including some complex polysyllabic words and unfamiliar words, learn the spelling of difficult and commonly misspelt words and develop strategies for correcting spelling, learn an increasingly wide range of vocabulary appropriate to their needs, explain, using accurate terminology, how language is used to create effect, e.g. personification, figurative language, imagery, patterns and structure in the use of language, use of dialect or informal language, create considered and appropriate effects by drawing independently on the range and variety of their own vocabulary, and extending their vocabulary by noting down powerful words in books read.The following genres and text types are recommended at Stage 8:Fiction and poetry: political novels/stories with social issues, myths and legends from around the world, humour, short stories, significant poems and drama from other cultures, poems since 1900. Non-fiction: contemporary biography, autobiography, letters and diaries, journalistic writing, magazines and newspapers, reports and leaflets.

Grade 7

Siswa mampu mengetahui sejarah bahasa di dunia dan Bahasa Indonesia, memahami pedoman umum Ejaan Bahasa Indonesia yang disempurnakan, memahami struktur teks laporan hasil observasi, teks deskripsi, teks eksposisi, teks eksplanasi, dan teks cerita pendek.

menangkap makna teks laporan hasil observasi, teks deskripsi, teks eksposisi, teks eksplanasi, dan teks cerita pendek. membedakan teks laporan hasil observasi dengan teks deskripsi, teks deskripsi, teks eksposisi, teks eksplanasi, dan teks cerita pendek, menyusun teks laporan hasil observasi, teks deskripsi, teks eksposisi, teks eksplanasi, dan teks cerita pendek. sesuai dengan karakteristik teks, mengklasifikasi teks laporan hasil observasi, teks deskripsi, teks eksposisi, teks eksplanasi, dan teks cerita pendek, menelaah dan merevisi teks laporan hasil observasi, teks deskripsi, teks eksposisi, teks eksplanasi, dan teks cerita pendek sesuai dengan struktur dan kaidah teks, mengidentifikasi kekurangan teks laporan hasil observasi, teks deskripsi, teks eksposisi, teks eksplanasi, dan teks cerita pendek, meringkas teks laporan hasil observasi, teks deskripsi, teks eksposisi, teks eksplanasi, dan teks cerita pendek.

Grade 8

Siswa mampu mengetahui sejarah bahasa di dunia dan Bahasa Indonesia, memahami pedoman umum Ejaan Bahasa indonesia yang disempurnakan, memahami struktur teks fabel, teks ulasan, teks biografi, teks diskusi, dan teks prosedur, menangkap makna teks fabel, teks ulasan, teks biografi, teks diskusi, dan teks prosedur, membedakan teks laporan hasil observasi dengan teks fabel, teks ulasan, teks biografi, teks diskusi, dan teks prosedur. menyusun teks fabel, teks ulasan, teks biografi, teks diskusi, dan teks prosedur sesuai dengan karakteristik teks, mengklasifikasi teks fabel, teks ulasan, teks biografi, teks diskusi, dan teks prosedur, menelaah dan merevisi teks fabel, teks ulasan, teks biografi, teks diskusi, dan teks prosedur sesuai dengan struktur dan kaidah teks, mengidentifikasi kekurangan teks fabel, teks ulasan, teks biografi, teks diskusi, dan teks prosedur, meringkas teks fabel, teks ulasan, teks biografi, teks diskusi, dan teks prosedur.

Grade 7

Siswa diharapkan mampu menghargai perbedaan agama, pandangan, kepercayaan dan pengalaman religius orang lain, mampu menghargai perbedaan agama, pandangan, kepercayaan dan pengalaman religius orang lain, mampu melihat bagaimana agama senantiasa menghadirkan kebaikan bagi dunia, mampu menghargai perbedaan agama, pandangan, kepercayaan dan pengalaman religious orang lain, mampu mendasarkan tindakan pada alasan moral yang tinggi.

ISLAM

Peserta pendalaman agama Islam diharapkan untuk mampu menemukan dasar-dasar kepercayaan berdasarkan teks Al-Qur’an terhadap Allah SWT dan Malaikat, mampu memberikan dasar untuk beriman pada Allah SWT dan Malaikat, mampu menunjukkan karakter remaja yang beriman, mampu menemukan dasar-dasar aturan pelaksanaan shalat, mampu melakukan tata cara shalat yang baik dan benar, mampu membaca Al Quran dengan baik dan benar sesuai dengan hukum-hukum bacaan, mampu mengamalkan isi kandungan Al Asma’ al Husna dalam kehidupan sehari-hari, dan mampu membaca ayat-ayat Alquran yang berkaitan dengan sifat-sifat Allah SWT.

KRISTEN

Peserta pendalaman agama Kristen diharapkan untuk mampu menemukan dasar-dasar teks Alkitab tentang kondisi awal manusia dan kondisi setelah berdosa, mampu menemukan dasar-dasar teks Alkitab tentang pemeliharaan Allah dan penyelamatan manusia dari dosa, mampu memberikan dasar untuk beriman kepada Allah, mampu menunjukkan karakter remaja yang beriman dan diselamatkan, mampu memberi dasar teks-teks Alkitab tentang karya Allah, mampu menunjukkan pentingnya Alam dan ekosistem bagi kehidupan manusia.

KATOLIK

Peserta pendalaman agama Katolik diharapkan untuk mampu menemukan dasar-dasar teks Alkitab tentang kondisi awal manusia dan kondisi setelah berdosa, mampu menemukan dasar-dasar teks Alkitab tentang pemeliharaan Allah dan penyelamatan manusia dari dosa, mampu memberikan dasar untuk beriman kepada Allah, mampu menunjukkan karakter remaja yang beriman dan diselamatkan, mampu menunjukkan perilaku remaja Katolik yang baik dan benar.

HINDU

Peserta pendalaman agama Hindu diharapkan untuk mampu menemukan dasar-dasar kepercayaan berdasarkan teks-teks suci tentang Sang Hyang Widhi (Tuhan), mampu memberikan dasar untuk percaya pada Sang Hyang Widhi (Tuhan), mampu menunjukkan karakter remaja yang percaya pada Sang Hyang Widhi (Tuhan), mampu merayakan hari-hari suci keagamaan dengan penghayatan yang baik dan benar, mampu menunjukkan sikap yang sesuai pada tempat-tempat suci, dan mampu melantunkan lagu-lagu Dharma Gita dengan baik dan benar.

BUDDHA

Peserta pendalaman agama Budha diharapkan untuk mampu menghayati dasar-dasar agama Buddha, mampu menerapkan Pancadharma, dan mampu mengendalikan diri (mengembangkan sifat-sifat luhur dalam kehidupan sehari-hari).

Siswa diharapkan mampu menghargai perbedaan agama, pandangan, kepercayaan dan pengalaman religius orang lain, mampu menghargai perbedaan agama, pandangan, kepercayaan dan pengalaman religius orang lain, mampu melihat bagaimana agama senantiasa menghadirkan kebaikan bagi dunia, mampu mendeskripsikan perspektif teosentris dan antroposentris, mampu menjelaskan keimanan secara rasional, mampu mendasarkan tindakan pada alasan moral yang tinggi. mengetahui sejarah pencerahan, paham kemajuan dan saintisme. mampu menjelaskan perkembangan akal budi manusia menurut Auguste Comte.

ISLAM

Peserta pendalaman agama Islam diharapkan untuk mampu menemukan dasar-dasar aturan pelaksanaan shalat, mampu melakukan tata cara shalat sunnah yang baik dan benar, mampu melakukan tata cara sujud dengan benar, mampu meyakini kitab-kitab Allah, mampu mengamalkan isi kandungan Al Quran yang menyebutkan tentang ketentuan hidangan yang dapat dikonsumsi Mengetahui sejarah perkembangan ilmu pengetahuan pada masa Umayyah

KRISTEN

Peserta pendalaman agama Kristen diharapkan untuk mampu menemukan dasar teks Alkitab tentang hidup beriman dan bagaimana memelihara iman, mampu memberi dasar teks-teks Alkitab tentang hidup berpengharapan, mampu menunjukkan dan menerapkan apa yang dipelajari dalam kehidupan sehari-hari terutama saat mengalami kesulitan hidup atau saat kita tidak mendapatkan apa yang kita inginkan, memahami kisah roh kudus sebagai penopang hidup orang beriman.

HINDU

Peserta pendalaman agama Hindu diharapkan untuk mampu memahami konsep Sad Ripu sebagai Aspek Diri yang Harus Dikendalikan, mampu memahami Sifat-Sifat Tri Guna dalam Diri, dan mampu memahami konsep atman sebagai sumber hidup.

BUDHA

Peserta pendalaman agama Budha diharapkan untuk mampu menghayati dasar-dasar agama Buddha, mampu menerapkan Pancadharma, dan mampu mengendalikan diri (mengembangkan sifat-sifat luhur dalam kehidupan sehari-hari).

Meeting government ministers, organising a local river clean-up project and writing to the United Nations about climate change, are just some of the activities learners are pursuing through the Global Perspectives course.

Global Perspectives is a groundbreaking and stimulating course that stretches across traditional subject boundaries and develops transferable skills. It is both cross-curricular and skills-based and taps into the way learners of today enjoy learning, including team work, presentations, projects, and working with other learners around the world. The emphasis is on developing the ability to think critically about a range of global issues where there is always more than one point of view.

Civic aims to enable student’s civic literacy, civic engagement, civic skill and participation, civic knowledge, civic participation and civic responsibility. The context of this subject is Indonesia.

The Physical and Health Education (PHE) syllabus is both practical and theoretical, covering anatomy and physiology, movement skills and contemporary studies in sport. Learners are encouraged to try out a range of physical activities, including team and individual sports, games, and outdoor activities, and then use the theoretical knowledge they have gained to analyse the different factors influencing performance. The course also encourages learners to understand and explain global trends in Physical Education and Sport.

Secondary-2 (IGCSE)

Students are required to choose minimum of four subjects in total and maximum of nine subjects. It is compulsory to take English as First Language and Math and at least one subject from each category.

All subjects are centered with Problem Based Learning (PBL) Method. This method encourage students to learn through the experience of solving problems. The PBL process does not focus on problem solving with a defined solution, but it allows for the development of other desirable skills and attributes, like knowledge acquisition, enhanced group collaboration and communication.

Extracurricular

Cendekia Harapan JHS facilitates students to unlock their potential on playing instrumental in harmony. The aim of the Junior Musician extracurricular is to encourage the students to develop the musical skill innate in them on various aspects, e.g. orchestras, choirs, ensembles, group band and playing the musical instruments, modern and Indonesian traditional instrument such as flute, Balinese flute, piano, guitar, cajon, gong, etc. being a creative and enjoyable subject, music also plays an important part in helping student feel part of a community, developing a sense of group identity and togetherness. Through the teaching of music we aim to provide all student with the opportunity to create, play, perform and enjoy music. While developing their skills in appreciating wide varieties of music forms, and begin to make judgments about the quality of music. Student will learn from the facilitators combined with expert teachers from Well-Known Mucisian in Bali.  

Junior Designer consist of two area, clothes design (including sewing) and graphic design. Learning to sew helps students become creative thinkers (according to findings from a clinical study of Home Sewing Association (HAS) in the late 1990s). We will improve student’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, student will be able to make simple costume and produce a special costume for their designated or chosen person. Meanwhile, graphic design is area dedicated to the visual arts. Through visual arts, our goal is to communicate messages in an effective and stylistic way. From posters, books and magazine designs, to websites, fliers, signage and anything that communicates, we involve a highly creative process. In this extracurricular, we hope to discuss the work and styles of great designers, design material for our school and events, hold competitions, help each other grow as designers, do projects, have FUN and socialize!

In SDL project, students will design an Extracurricullar based on their interest. At this project objectives, should be able to develop a lesson plan of the designed-extracurricular, executing and implementing goals based on the planning they have and evaluate the activities regularly. Through this project, we want the students to develop their organizational skill, time management, and group working abilities. Students will have the preparation and make a plan of their project and all the extracurricular will be run every Mondar or Tuesday at 2.00 to 3.00 p.m.