School Life

The Key Stage 3 (KS3) area of the school is made up of classes from Year 7 to Year 9, with students ranging from 11 to 14 years old. We have two classes per year level. The maximum class size for this year level is 25 students. Children learn through a stimulating, inquiry-based curriculum across content areas.

The Middle Years are a unique developmental stage for your child. At CCS, we teach the whole child and aim to meet their social, emotional and academic needs. We prepare students to be responsible and engaged global citizens.

Timetable:

KS3 marks the beginning of specialised classes in each content area. Children in KS3 start school at 8:15 am and end at 3:15 pm. The day begins in their Pastoral Care (PC) class, which functions like an advisory classroom. Students have six (6) 55-minute classes each day. They have a snack break at 10:25 am and lunch at 12:40 pm.

Ratios

Each class has a fully-qualified expatriate teacher who is an expert in their content area. Fully-qualified Indonesian teaching assistants work with each department. These assistants work with students, supporting and challenging where needed, as well as helping the teachers with resources and planning units.

Responsibility

Students in KS3 are in an important transition stage between Primary School and Upper Secondary School. They take responsibility for their learning by following a structured timetable, using organisers to keep track of homework, and managing their time between multiple teachers and classes. Students receive support from their teachers in this transition, especially when they enter Year 7.

KS3 children also have opportunities for greater responsibility in the school. Each PC classroom has a representative in the Student Council, and all students participate in Gotong Royong initiatives. Gotong Royong, which is our weekly lesson focused on service-learning and community connection, is led by passionate and enthusiastic students, facilitated by teachers. Students can also join a variety of extracurriculars, including Model United Nations (MUN), South East Asia Mathematics Competition (SEAMC), the school Magazine Committee, the Events Committee and the Secondary Production.

Academic

Our curriculum is based on the English National Curriculum and the Indonesian National Curriculum. We use an inquiry-based learning model as our framework for teaching and learning. The learning in KS3 builds on the skill and concept development of primary education to prepare students for both tertiary education and the work force. Students receive challenging and age-appropriate lessons from teachers who plan for a variety of skill levels in the classroom. Setting personal goals and checking progress against those goals is an important part of student development in the Secondary School.

The core subjects of English, Mathematics, Science, and Information Communication Technology (ICT) are taught at each level, and they are integrated across the curriculum as much as possible to help students make links from one subject to another.

The other subjects taught at Key Stage 3 are:

  • History
  • Geography
  • Languages Other Than English (Indonesian, Spanish and French)
  • Art
  • Design and Technology (D&T)
  • Music
  • Drama
  • Physical Education (PE)
  • Personal, Social and Health Education (PSHE)
  • Agama Classes for Indonesian students (Religion)

Inquiry-Based Learning

KS3 students receive instruction in each subject from a teacher who is an expert in their content area. We continue to follow the inquiry-model established in the Primary School, putting students at the center of their learning.

Inquiry looks different in the middle years. In the Primary School, the Unit of Inquiry integrates all of the subjects. In KS3, each subject area creates its own Units of Inquiry which are built around an essential question. With teacher support, students research questions, apply knowledge, make conclusions and reflect on their learning. This inquiry process prepares students to be engaged lifelong learners.

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.

Reporting

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.

After School Activities

As part of our commitment to promoting a balanced lifestyle, we offer a variety of after school activities. Please click on the link below to see what is being currently offered. [ASA]

As well as the school after school activities, the Canggu Club offers a variety of sporting activities for students.

Enrollment for Key Stage 3

If you would like to make enquiries about enrolling your child in KS3, please contact our Admissions team: admissions@ccsbali.com.

Special Events

In KS3, students begin to hone their interests and passions. We offer a wide variety of events for our diverse student body. These activities are designed to engage students in our vibrant school community while providing opportunities to learn, to grow, to lead and to have fun.

Students are invited to join a variety of clubs, including Model United Nations (MUN), the Global Initiatives Network (GIN) Conference, South East Asian Mathematics Competition (SEAMC), Student Council, and the Events Committee. Students can join the Yearbook Committee or the Magazine Committee to create long-lasting documents shared within our school community.

In the second semester, a large number of students are involved in our Secondary production. Actors, backstage crew, lighting and sound technicians, set and costume designers, and more, work for months to stage a fantastic show for the entire school community. This is one of the highlights of the year!

The Swimming Carnival, the School Cross-Country Race and Sports Day are events for our students to engage in fitness for enjoyment and demonstrate positive sportsmanship during competition with peers.

In Term 3, we celebrate the unique Balinese festival of Nyepi. Year 7 students create an Ogoh-Ogoh for the school parade, working from the design stage all the way through production and presentation. During the year, we also celebrate other cultural festivals, such as Chinese New Year and Idul Fitri.

In Term 4, students participate in Project Based Learning (PBL) week. Students work in small groups across year levels on inquiry-driven projects. These change each year based on student interest, and in the past have ranged from addressing transportation and water issues in Bali to learning cooking skills and creating a school garden.