As a parent stepping into the world of international schooling in Bali, I found myself navigating a maze of choices, each turn presenting a new and unfamiliar educational system. The sheer diversity of curricula available felt overwhelming. Each school touted its unique approach, promising a path to academic excellence and global citizenship. But what did these promises truly mean for my child? My journey to understand the different curriculum offered by international schools in Bali was one of both discovery and reflection.
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The International Baccalaureate (IB)
My first encounter was with the International Baccalaureate (IB) program, a name that often floated in conversations among parents. The IB is renowned for its holistic approach, focusing on developing inquisitive, knowledgeable, and caring young people. What struck me about the IB was its emphasis on critical thinking and intercultural understanding. The curriculum is divided into the Primary Years Programme (PYP), Middle Years Programme (MYP), and the Diploma Programme (DP).
The PYP, for children aged 3 to 12, encourages learning through inquiry. I was impressed by how the PYP classrooms buzzed with curiosity, students actively engaging in projects that connected different subjects. The MYP, for students aged 11 to 16, continued this interdisciplinary approach, integrating traditional academic subjects with real-world applications. And then there was the DP, a rigorous pre-university course that prepares students for higher education. The DP students I spoke with were articulate and passionate, each carrying a sense of purpose and a drive to make a difference in the world.
The Cambridge International Curriculum
Next, I ventured into the world of the Cambridge International Curriculum. This curriculum, administered by Cambridge Assessment International Education, offered a structured and flexible education system that catered to students from 5 to 19 years old. The Cambridge Pathway includes Cambridge Primary, Cambridge Lower Secondary, Cambridge IGCSE, and Cambridge International AS & A Levels.
What appealed to me about the Cambridge curriculum was its emphasis on academic rigor balanced with a global perspective. The IGCSE, in particular, stood out as it is recognized globally and provides a broad study program covering various subjects. I visited a class where students were preparing for their IGCSE exams, and the focus and dedication were palpable. The AS & A Levels, taken in the final two years of school, allowed students to specialize in subjects they were passionate about, preparing them for university and beyond.
The American Curriculum
The American curriculum, with its roots in the United States educational system, was another prominent option among international schools in Bali. This curriculum offered a broad and balanced education from kindergarten through to grade 12. It was designed to cater to the needs of a diverse student population, emphasizing the development of critical thinking and problem-solving skills.
What I found unique about the American curriculum was its flexibility. Students had the opportunity to explore a wide range of subjects and extracurricular activities, allowing them to discover their interests and talents. The Advanced Placement (AP) courses, available in high school, offered college-level coursework and the chance to earn college credit. I observed a high school AP History class where students engaged in spirited debates about historical events, showcasing their analytical abilities and depth of understanding.
The Montessori Method
In my quest for the right curriculum, I also explored the Montessori Method, a child-centered approach based on the principles of Italian educator Maria Montessori. This method emphasized hands-on learning, self-directed activity, and collaborative play. It was evident that Montessori classrooms in Bali were designed to cultivate a child’s natural curiosity and foster a love of learning.
The Montessori environment was calm and orderly, with children working independently or in small groups on tasks of their choosing. The mixed-age classrooms encouraged peer learning, with older children mentoring younger ones. I watched as a group of students worked on a geography project, carefully placing puzzle pieces of continents into their respective places, discussing their features with enthusiasm. The Montessori approach nurtured independence and self-motivation, qualities I valued deeply.
The Reggio Emilia Approach
Another intriguing curriculum I encountered was the Reggio Emilia Approach, an educational philosophy originating from Italy. This approach was based on the belief that children are capable and resilient, with a natural curiosity that drives their learning. Reggio Emilia schools in Bali emphasized the importance of a supportive and enriching environment, where the role of teachers was to facilitate and document the learning process.
In a Reggio Emilia classroom, the environment itself was considered a “third teacher.” Spaces were thoughtfully arranged to encourage exploration and interaction. Documentation of children’s work was displayed throughout the classroom, celebrating their achievements and making their learning visible. I observed a project where children were exploring the concept of community through art and storytelling, guided by their interests and questions. This approach fostered creativity and collaboration, essential skills for the future.
The Waldorf Education
Lastly, I explored Waldorf education, inspired by the educational philosophy of Rudolf Steiner. Waldorf schools in Bali focused on holistic development, integrating academics, arts, and practical skills. The curriculum was structured around the developmental stages of the child, emphasizing imagination and creativity in the early years, and critical thinking in later years.
Waldorf classrooms were vibrant with art, music, and storytelling. I visited a first-grade classroom where children were engaged in a storytelling session, their eyes wide with wonder as they listened to the teacher weave a tale of adventure and discovery. The emphasis on creativity and imagination in the early years transitioned to a more analytical and scientific approach in the upper grades, preparing students for the challenges of the modern world.
