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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Student Support

Our Learning Support Team includes qualified and experienced teachers with a range of specialist skills and knowledge.

The team provides high-quality provisions to students learning English as an Additional Language (EAL), those who may have Special Educational Needs (SEN), or who have been identified as Highly Able Students (HAS).

The Learning Support Team works closely with mainstream classes and subject teachers across the school to ensure that support sessions are meaningful, relevant, and cater to the needs of each individual. Canggu Community School makes extensive use of Individualised Educational Plans (IEPs) and/or Student Learning Plans (SLPs) to outline the interventions in place for each student receiving learning support while at school.

The majority of support is based on an inclusion model, where learning outcomes are achieved while working in the class with other students, although withdrawal lessons may occur to support students towards achieving individualised targets in specific areas of need.

The Learning Support Team believes in the need for collaborative, respectful, and targeted support for each student to enable them to thrive in Canggu Community School’s educational programmes and experiences.

Canggu Community School’s admission policy is widely inclusive. The school admits students whose academic, personal, social and emotional needs can be met by our programmes and services, and who can be integrated into a mainstream classroom.

School Counselling

There is a comprehensive counseling curriculum and pastor support program in place from Early Years through Year 13. Social, emotional wellbeing is a priority at CCS. 

Preparation for University starts many years before Year 13; CCS School Wide Learner Expectations are foundational to the preparation process.  Once students reach Year 10, they need to be actively engaged in planning for their education routing after Year 13.

The following information is a general schedule to help guide students through the process of learning about, finding and applying to university

Year 10
  • Students will be helped to make a successful transition to Key stage 4 (IGCSE), both academically and socially, so that students gain a deeper understanding of their values, learning styles, communication preferences, and team/leadership skills.
  • Students are encouraged to become involved in Gotong Royong activities, community activities, and sports to ensure that they have a balanced learning experience.
  • They reflect on their learning and choose their IB options.
Year 11
  • Students should reflect on their performance and set new goals. They will finalize their IB choices.
  • Self-advocacy is emphasized, and the development of a confident communication style.
  • They will explore new activities and opportunities, aiming to show leadership and initiative in work experience placements, volunteering and/or sports.
Year 12
  • Preparation for college through self-awareness and understanding of the college search and application processes.Students develop a deeper understanding of self through values clarification and engaging in ethical thinking.End of semester assessment results are reviewed and an improvement plan is developed.
  • Students are introduced to CV writing and write a letter requesting a reference from teachers.
  • Students planning to study in North America will need to take ACT/ SAT.
  • Students meet the counsellor for a short 1-to-1 career planning session
  • Students meet with university representatives throughout the year
Year 13
  • Year 13 sees the beginning of students’ careers, launching them towards their future. Reflection and emotional intelligence remain key components of the PSHE program.
  • The first semester is geared towards application completion, financial aid planning, and career development.
  • They will reflect on their CAS experiences in depth.
  • The second semester offers more in terms of preparing students for everything that accompanies going off to college – living with roommates, working with professors, managing stress and making healthy choices.