An International Learning Environment for Early Years to Year 13
#CCSEmpoweredEducation CCS
Jalan Subak Sari,
Banjar Tegal Gundul,
Kuta Utara, Badung,
Bali – Indonesia
TEL: +62 361 8446391 WhatsApp: +62 851 005 23639
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Parent Secondary Primary
Learning Approach Learning Approach
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Learning Approach

CCS offers an Empowered Education and Learning Approach. Learning is our most important value and is guided by our Teaching and Learning Policy.

Learning at CCS is based on inquiry, student-led, facilitated by excellent teachers, and based on world-class curriculum.  CCS curriculum is grounded in the British National Curriculum, Cambridge IGCSE, and IBDP but adapted to fit our unique context in Bali. Most importantly, we believe students learn best when they are empowered, confident, and part of a community.  

Teaching and Learning Policy

The purpose of this policy is to make explicit the school’s beliefs about the characteristics of high-quality learning and the role of students, teachers, and parents. Foundational to this policy is the belief that quality learning is student-led and individualized.

The educator’s role is to facilitate the learning process by implementing effective student-centred teaching practices at all times. Furthermore, learning occurs in a dynamic community in which students value what they are learning and seek to make a difference. This policy supports all stakeholders in order to provide high-quality learning experiences, resulting in high levels of individual achievement. 

High Quality Learning at CCS is:
  • An engaging process in which learners connect to prior learning, transferable concepts, and local and global contexts. 
  • Based on inquiry with learners demonstrating curiosity, exercising choice, setting goals, and taking responsibility as life-long learners.
  • Focused on community with learners collaborating and applying learning in a supportive, positive environment
  • Respectful of learners’ unique needs, interests, and individual process; students are supported to learn from failure as much as success
  • A balance of academic, personal, social, and emotional development
  • A process that fosters the desire to learn more through practice, reflection, and feedback.
High Quality Learning occurs when students:
  • Connect and engage with real life experiences and local and global issues
  • Engage throughout the learning process by setting goals, taking risks, and reflecting on their learning and processes
  • Undertake inquiry and research as well as critical and creative thinking
  • Are self-aware, motivated, and resilient 
  • Are curious and inspired to take ownership of their learning
  • Feel safe and confident in a respectful and collaborative community
  • Build on prior skills, knowledge, and understanding
  • Utilize effective feedback to improve learning
  • Communicate meaningfully to develop and show understanding
High-Quality Learning occurs when teachers:
  • Believe all students can learn and be successful, setting high expectations for all students and encouraging students to challenge themselves. 
  • Are committed to the development of students’ social, emotional, and academic balance and development.
  • Respect all students as individuals with unique learning needs, passions, and interests.
  • Understand how individual students learn and engage students in the learning process.
  • Promote authentic inquiry and intellectual curiosity
  • Connect learning to concepts and local and global issues  
  • Use diverse instructional strategies to differentiate for student needs;
  • Build collaborative classrooms focused on teamwork, kindness, and respect. 
  • Use formative and summative assessment to support learning 
  • Are life-long learners who reflect upon their teaching and model a growth mindset
  • Engage in their own professional learning with a focus on continual improvement.
  • Collaborate effectively to improve student learning and support
  • Seek opportunities to partner with the local and global community  
High-Quality Learning occurs when parents:
  • Actively engage in their child’s learning process
  • Connect and collaborate with others to further support their child’s learning and wellbeing
  • Act as role models for learning, respect, engagement, and balance
  • Provide a compassionate home environment which celebrates and promotes individuals’ culture and language
Assessment and Reporting


Both formative and summative assessments are used by teachers throughout the year to ascertain levels at which students are achieving. The information gained by teachers from these is used to plan future learning activities and goals for students. Student attainment is also reported to parents. Teachers will provide feedback to students for all tasks and assignments that are presented for marking, against criteria that has been explained in advance.

Formative assessment will include:

  • observation of students at work.
  • discussion with students about their work, both individually and in groups.
  • reflection and analysis of personal work by students.
  • marking of written tasks and assignments by teachers.

Summative assessment will generally take the form of tests or tasks that are completed towards the end of a unit, or as part of an extended task that meets coursework requirements of individual subjects. These are marked against levels of attainment and age related expectations as provided by the UK National Curriculum.

As well as the on-going assessments, in Term 1 Year 7 and 9 students take part in International Schools’ Assessments (ISA) which have been devised by the Australian Council of Educational Research (ACER). These assessments in Mathematics and Literacy give us a snapshot of each student’s abilities in these areas, as well as a comparison for CCS in relation to other international schools around the world. Year 9 students also take the ISA for Science in Term 2. The results of these assessments are shared with parents.


Both oral and written reports are provided to parents of CCS students. Parent/Student/Teacher Conferences are held at the end of Term 1, and Student-Led Conferences take place early in Term 4. Interim progress reports are sent home at the end of Terms 1 and 3, while full written reports are sent home at the conclusion of Terms 2 and 4. Parents are also invited to make an appointment at any time throughout the year if they wish to discuss their child’s attainment and progress.

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