Lars Holmgren

SEAN MOORE

Head of School at SPH Lippo Cikarang

For the past 21 years, I have been immersed in the realm of Christian Education. During 16 of those years, I held the position of Head of School at three distinct Christian institutions in South Africa. In 2017, I was honored to assume the role of Regional Director for ACSI, with its base in Johannesburg. This position entrusted me with the responsibility of providing service and support to 160 schools and school leaders in the Southern African region, which includes Zimbabwe, Eswatini, Zambia, and Malawi. This opportunity was a humbling experience as it allowed me to contribute towards the realization of authentic Christian Education within schools. Following six fruitful years with ACSI, a lifelong dream of contributing to Christian Education globally materialized, leading me to SPH Lippo Cikarang.

SPH stands distinguished for its dedication to transforming children’s lives through Christian Education in Indonesia. The far-reaching impact of Yayasan Pendidikan Pelita Harapan (YPPH) across various educational institutions throughout Indonesia is remarkable. Being aligned with the vision and practice of effecting transformation through quality and authentic education is a privilege I am proud to associate with.

Educational Background:

Higher Diploma in Secondary Education – Pretoria College of Education
Bachelor of Arts in History and Psychology – University of South Africa
Bachelor of Theology – South African Theological Seminary

Sports:

Basketball
Soccer
Badminton
Tennis
Rugby
Swimming

Music & Arts:

String ensemble
Orchestra
Jazz Band
Ballet
Drama & Performing Arts

Science & Math:

Applied Science Academy
Math Club
Science Clubs

Leadership & Events:

Student Council
Yearbook Committee
TEDx Youth @SPH

Social & Community Outreach Clubs:

Streetizen
Harapan Anak Indonesia
Aidvantage

Debate & Public Speaking:

Debate Club
Speak-up Club
English Club

Environmental Awareness Clubs:

Ecolution
Planet not Plastic

Cambridge International

Infused with Christ-centred and bible-based perspectives to meet our student needs, the SPH Cambridge curriculum is flexible, challenging, inspiring and culturally sensitive but international in approach.

The aim of each stage’s curriculum supports the attributes of Cambridge learners to become confident, responsible, reflective, innovative and engaged. We want each student to fulfill their potential and make the most of their God-given strengths and interests. To that end, we offer a wide range of subjects and let every student pursue deeper learning in the subjects they’re best at.

We design programs – with the help of expert educators in schools and universities – to challenge students and get them excited about what they’re learning. Given the Cambridge programs’ flexibility, teachers can use content relevant to students’ local context and culture. Students learn in English and undergo assessment, which is accessible to speakers of English as a second language.

Programs

The Cambridge Examination program is divided into 3 programs, Cambridge International Primary Program (Grades 1-6), Cambridge Lower Secondary Program (Grades 7-8), and Cambridge IGCSE (Grades 9-10). Some of our campuses are affiliated with Cambridge University. Please check individual campuses for more details.

Cambridge Primary (5-11 years)
Students develop skills and understanding in English, maths and science. Progression tests help teachers check their progress.

Cambridge Lower Secondary (11-14 years)
Students further develop their skills and understanding in English, maths and science. Progression tests help teachers check their progress

Cambridge Upper Secondary (14-16 years)
Students follow either Cambridge O Level or Cambridge IGCSE courses, leading to globally recognized qualifications. They build a broad learning program from a wide range of subjects.

Cambridge International programs up to Grade 10 are offered at these campuses:

International Baccalaureate

The International Baccalaureate program aligns with our core values and we see the IB curriculum as the best pathway to prepare our children for higher education whether in Indonesia or other countries.

The International Baccalaureate (IB) education focuses on students ages 3 to 19 through unique learning styles, strengths and challenges. The IB puts emphasis on each student as a whole person. Thus, IB programs address not only cognitive development but social, emotional and physical well-being.

This aims to develop inquiring, knowledgeable and caring young people with adaptable skills to tackle society’s complex challenges and help make a better, more peaceful world. Comprehensive research and over 45 years of practical experience validate the efficacy of IB’s four programs.

In teaching students, IB emphasizes the value of learning as an essential, integral part of their everyday lives. IB promotes the development of schools that:

Inspire students to ask questions, pursue personal aspirations, set challenging goals, and develop the persistence to achieve those goals
Develop knowledgeable students with reasoned ethical judgments and who acquire the required flexibility, perseverance and confidence to bring about meaningful change, healthy relationships, individual and shared responsibility, and effective teamwork.

Measuring Outcomes

To measure what students have learned and monitor their progress, IB teachers use a range of assessment strategies. These include formative assessments that provide constant feedback used by instructors to develop their teaching and by students to identify their strengths and weaknesses, including target areas that need improvement. Teachers use summative assessments which are internationally benchmarked and criterion-referenced. This means that students are measured against a set of agreed-upon learning outcomes instead of being graded on a “bell curve” typical of norm-referenced assessments.

Programs

IB PYP (Primary Years Programme)
Grades 1-6
The Primary Year Programme or PYP (Grades 1-6) is a comprehensive approach to teaching and learning, with an international curriculum model that provides guidelines for what students should learn, teaching methodologies and assessment strategies. As an excellent introduction to the Middle Years Program, it offers a framework that meets spiritual, academic, social, physical, emotional and cultural needs.

IB MYP (Middle Years Programme)
Grades 7-10
The Middle Years Programme or MYP provides a framework of academic challenges and life skills for students ages 12-16. It follows naturally from the Primary Years Programme and serves as excellent preparation for the rigors of studies in the IB Diploma Programme. The program provides students discipline, skills and challenging standards, along with creativity and flexibility.

IB DP (Diploma Programme)
Grades 11-12
SPH offers a Diploma Programme or DP in Years 11 and 12 at all our K-12 schools. This is an internationally recognized program with academic standards that allow students access to universities worldwide. Although this program employs a common international curriculum, IB requires “all students relate first to their own national identity – their own language, literature, history and cultural heritage – and identify with corresponding international traditions.” Conceived as a comprehensive two-year curriculum, it allows graduates to fulfill the requirements of various international educational systems.

Full IB Programme (K-12) are offered at:

IB DP Programme is also offered at:

Kemang Village

IB Diploma

The IB Diploma Programme (IB DP) is more than just academics. This rigorous program shapes young people who are ready for the challenges and expectations of the very best universities around the world.

Each year, 95% of our graduates pursue tertiary studies at top-tier universities outside Indonesia. Since growth in faith is central in everything we do, we integrate a good mix of faith lessons with quality education.

The DP curriculum consists of six (6) subject groups, namely language and literature, language acquisition, individuals and societies, sciences, math, and the arts. Aside from completing subject examinations and undergoing internal and external assessments, students must accomplish three core elements of the curriculum.

The IBDP aligns with our core values and we see the IB curriculum as the best pathway to prepare our children for higher education whether in Indonesia or other countries. It is designed to equip students with basic academic skills needed for university study, further education, and their chosen profession. Moreover, the program supports the development of values and life skills needed to live a fulfilled and purposeful life.

Our implementation of the IB DP has been demonstrated over time as our graduates have undertaken their higher education around the world and spread blessings wherever they go.

Subjects Offered

Theory of Knowledge (TOK)
The Theory of Knowledge (TOK) course challenges students to consider the ways in which knowledge is developed both individually and communally. Students are challenged to explore the question: “How do I know that I know?”. This engagement with metacognition intends to help students become more thoughtful people who can engage the complexity of our global world. TOK challenges students to ask big questions, the kind of questions that form and give direction to their lives.

Extended Essay (EE)
Based on a list of approved subjects, students must write an independent research essay investigating a topic within a subject being studied.

Creativity, Activity, Service (CAS)
In Creativity, Activity, and Service (CAS), a mandatory core program that balances the rigorous academics in the IB DP, students may initiate their own experiences and projects under the guidance of CAS advisors. These can be based on students’ personal interests, class discussions, or other ideas. Students usually take part in a variety of experiences that involve joining, leading, and/or initiating student-led clubs, student body committees, or personal projects that contribute to communities. Thus, students become more aware of their personal interests, skills, and talents that facilitate their growth beyond the classrooms. Through CAS, SPH students learn how to bless others as they are blessed by the communities.

TIMOTHY HEADING

Head of School at SPH Pluit Village

I’m Tim Heading and I have been at SPH for 3 of my almost 30 years in education. I am originally from the beautiful city of Adelaide in South Australia. Over my 14 years in international education, I have learned to enjoy the unique situation of living in such a close and supportive Christian community. I was initially drawn to SPH by the opportunity to be involved in the exciting vision of educating this next generation of Indonesians for Christ. My hope for our amazing students is that they will seek to enthusiastically impact their world as Christians.

Educational Background:

Bachelor of Education – Flinders University, Australia
Master of Education in Leadership and Management – Flinders University, Australia

MARK THIESSEN

Head of School at SPH Kemang Village

My name is Mark Thiessen and I’m currently the Head of School at the Kemang Village campus of SPH. I have been working in education for more than 15 years, many of them serving in various leadership roles within Christian international schools. I was drawn immediately to the mission and vision of SPH and the tangible way it embodies these statements by supporting redemptive Christian education throughout Indonesia. For me, this pursuit of mission has continued to be a driving force behind my service and desire for Kemang Village to grow in excellence. I constantly hope that each of our students would recognize God’s grace in their lives.

Educational Background:

Master of Education in Administration and Leadership Education – Brock University, Ontario, Canada
Bachelor of Science in Biological Sciences – Brock University, Ontario, Canada
Bachelor of Education – Brock University Ontario, Canada

HELEN SCHLEPER

Academic Principal at SPH Lippo Village

I’m Helen Schleper, and I am from San Jose, California. I have had the joy of spending 19 years in education, and I am grateful for the opportunity to spend the past years at SPH Lippo Cikarang and now at SPH Lippo Village. My family and I were drawn to SPH because of its mission and vision. It is a privilege to serve at a Christian school in Indonesia that proclaims that Christ redemptively restores all things for His glory. My sincere hope for students is that they will know that God greatly loves them as they continue to grow in true knowledge, faith in Christ, and Godly character.

Educational Background:

Master of Education in Educational Leadership – Regent University, USA
Bachelor of Arts in Geography – University of California at Santa Barbara, USA
Multiple Subject Teaching Credential in California, USA.

MATTHEW MANN

SPH Executive Director

My name is Matthew Mann and I have fifteen years of experience as a Head of School and now serve as the Executive Director of Sekolah Pelita Harapan. My task is to strengthen, unite, and grow the group of five schools. At various points in my career, I have taught French and English in Kindy, Primary, Middle School, and Senior School. My vision is for SPH to raise up new generations of leaders equipped and inspired to bless their nation and the world. I believe passionately in schools as communities, places where children are loved and know that they belong, where they are challenged by their academics and enriched by their experiences.

Educational Background:

Master of Education – Covenant College, USA
Bachelor of Education – University of Ottawa, Canada

STEPHANIE RIADY

YPPH Executive Director

My journey with the Yayasan started as early as a five-year-old, entering the doors of SPH Lippo Village’s Kindy Pod as a K2 student back in the early 90s. I consider myself privileged to engage with the Yayasan as a former student, alumni, leader, and now SPH LV mom. I started as a K2 student in SPH LV back in 1993 when the school first opened its doors. I recall my first day of school in SPH when the roads were not yet fully paved. I truly believe in SPH’s holistic Christian education because I was transformed by it myself. I hope that SPH students will be deeply transformed from the inside out – a heart that loves the Lord, a mind that has a genuine thirst for learning, and hands and feet that God uses to bless other people.

Educational Background:

Bachelor of Arts in Philosophy – Wheaton College
Master of Education in Educational Philosophy – Columbia University
Doctor of Education (cand.) in Educational Leadership – University of Southern California

SHELDON NORD

Head of School at SPH Sentul City

Hi, I’m Sheldon Nord, the new Head of School of SPH Sentul City starting in 2023. Before serving at SPH Sentul City, I have been involved with YPPH as early as 1994 when I was involved in helping establish UPH as the first president (2007-2010). Two years later, I accepted the Presidency of Corban University in July 2012 and served until 2022. I came back here, to SPH, with expectations that we want continuous improvement, and to be aspirational, as we remain vision and mission-driven. I believe that God works in mysterious ways as we seek His will in our work or vocational assignments. We are enthusiastic about investing in students, teachers, and staff at SPH Sentul City for the sake of the Gospel of Jesus Christ and want to make ourselves however God might use us.

Educational Background:

B.S. Social Science – Corban University
Ed.M. College Student Services Administration – Oregon State University
Ph.D. Higher Education – Indiana University

Child Safety Coordinator at SPH Lippo Village