Green School - Bali, Indonesia

Our goal is to prepare students to become responsible global citizens in a world offering challenges and opportunities that cannot be imagined at this moment. It is a world that changes rapidly, is characterized by instability, and has the potential for extraordinary advances in thinking, knowledge, inventions, and communication that can have a positive impact on our world. An education that prepares students to live in the 21st century must pay attention to a child’s intellect as well as his or her emotional, spiritual, and social development. The following are elements that we believe are important to the holistic education of our children for the future.

• Cultivate compassion and service.
• Nurture curiosity and inquiry.
• Encourage risk-taking balanced with reflection.
• Emphasize the connections between learning and life through interdisciplinary and experiential learning.
• Develop a school curriculum of relevant, rigorous content that explores concepts, knowledge and skills derived from the best of international curricula.
• Explore creativity and imagination.
• Develop intuitive and analytical thinking.
• Encourage the ability to work collaboratively as well as think independently.
• Cultivate a discerning approach to information, the media and technology.
• Provide opportunities for student-driven learning in which children take responsibility for what and how they learn.
• Connect learning to a child’s unique interests, background, and personality.
• Develop an internationally minded perspective; encourage children to consider themselves as involved citizens of their local, national and world communities.
• Approach learning as a life-long process.
• Engender a love of learning and joy for life.

Combining International Baccalaureate and Steiner
We are a Steiner-inspired school with a rigorous, international curriculum taught in the International Baccalaureate (IB) framework. The Steiner approach is holistic, interdisciplinary, and integrates a child’s every-day experiences with his or her formal learning. Likewise, the IB is based on a holistic approach to education, emphasizes interdisciplinary learning, communication, international-mindedness and a connections to a child’s local, national and global community. There is also a service component within the IB that draws from the social needs of the local community and connects them to issues relevant to the students’ lives. Both the Steiner and the IB approaches have interdisciplinary themes as an underlying concept. Finally, we will base our curriculum on the content, skills, learning targets and basic assessments of a top school system in Australia – that of the state of New South Wales. Their curriculum and standards are so well-regarded that they are soon to be adopted as the national standards for all of Australia. In addition, we will look to the top curricula systems of the U.S. and Canada as supplemental resources.

Assessment
Our emphasis will be on formative assessment, that is assessment that is designed to benefit student learning and is ongoing throughout a given learning experience or project. Summative assessments (final assessment of student understanding) will take many forms and will be differentiated to allow students of diverse learning styles to demonstrate their understanding. Finally, we will have standardized tests that will give us an indication of how our students’ achievements compare to that of students around the world. However, we will not be “teaching to the tests.” Standardized tests are a way of understanding our students’ learning in a larger context and give us information about a narrow range of what a student knows and understands; they are not an end in themselves.

From these curriculum systems, in conjunction with the IB requirements, we will develop our target learning goals (standards) and ways to assess them. At each grade level, we will have expectations for what students will learn by the end of each term and again at the end of the given academic year. These grade-level learning targets will be mapped out as a continuum of learning from Kindergarten though Year Eight with a sequential, meaningful development of knowledge and skills through the each year. The major content areas are math, language arts, social studies (including geography), science, a second language, the arts, PE and technology (including library and research skills). All of will be taught in an interdisciplinary framework with a multicultural perspective.

Read more about Our Philosophy