2.1 British, IB, American and Australian Curricula: A Brief Guide for International Families

For families settling in Jakarta, choosing a school often begins with choosing a curriculum. It sounds simple. In practice, the choice between the British curriculum, the International Baccalaureate, the American system and the Australian frameworks is less about labels and more about the kind of classroom children will experience day after day. Each system has its own logic, shaped by the teacher training that underpins it, the assumptions it makes about how children learn, and the way it introduces independence at different ages.

"Curriculum choice shapes far more than examination outcomes. It influences a child’s daily rhythm, the habits of mind they practise, and the way independence is introduced."

Good schools can make any of these curricula work well. The purpose of this guide is not to endorse one model over another, but to give families a realistic sense of what each system feels like in early years, primary, lower secondary and the senior years—and why those differences matter.

The British Curriculum

British Curriculum — At a glance

Tends to work well for
• families who want a balance of structure and contemporary, research-informed teaching
• children who learn well with clear goals but enjoy creative, varied classroom experiences
• pupils who benefit from firm foundations in literacy, numeracy and science before broader inquiry
• families seeking a globally coherent system that transfers easily between countries
• pupils who thrive when academic depth is paired with rich co-curricular life

British-curriculum schools abroad have a familiarity that belies their distance from the UK. A parent walking into a Reception class in Jakarta would recognise the Early Years Foundation Stage immediately: lively, language-rich, and grounded in play but with clear developmental intent. The early primary years build steadily from that base. Teachers follow carefully sequenced literacy and numeracy frameworks, but the best schools pair these with creative tasks, interdisciplinary projects and high-quality classroom discussion. Modern British classrooms are not relics of chalk and talk; they are shaped by current research on reading, metacognition and cognitive load.

"Curriculum is the scaffolding; the staff, and how the school aligns them, determine the quality."

The progression through KS1 and KS2 is notably transparent. Parents can see exactly what skills children are expected to master, and teachers are adept at adjusting pace because the system is built on identifiable, incremental steps. By the time pupils reach KS3 (Years 7–9), the range of subjects broadens, and schools often use these years to cultivate the study habits that will support pupils into Upper Secondary.

At 16, pupils sit IGCSEs; at 18, they take A-levels. The latter is often misunderstood as “narrow”. In reality, A-levels provide academic focus while allowing space for the co-curricular life—sport, arts, debating, expeditions—that strong British schools take seriously. Fewer examined subjects simply mean pupils avoid the overloaded schedules common in broader programmes. For many families, this clarity is a virtue: pupils specialise academically but retain breadth in experience.

Above all, the British system is internationally coherent. UK-trained teachers share common standards, terminology and professional expectations, and the inspection frameworks used abroad mirror those in the UK independent sector. This consistency is a major advantage for families who move frequently.

The International Baccalaureate

International Baccalaureate — At a glance
Tends to work well for
• children who enjoy exploring ideas and connections across subjects
• pupils who respond to discussion, collaboration and reflective thinking
• families seeking academic breadth through to age 18
• teenagers who thrive with deliberately scaffolded independence and sustained intellectual challenge

The IB’s appeal lies in its coherence as a philosophy. Whether in a PYP Year 3 classroom or an IB Diploma seminar, the emphasis on inquiry, reflection and conceptual understanding threads the programmes together.

In the Primary Years Programme, learning is organised around units of inquiry—broad themes that link subjects without diluting rigour. It isn’t a free-form model; good schools maintain strong expectations in reading, writing and mathematics, but these sit within a wider intellectual frame. Children are encouraged to speak, question, hypothesise and revise their thinking in light of new information

The Middle Years Programme continues this breadth. Pupils study across eight subject groups and engage with design processes, interdisciplinary tasks and personal projects. The MYP can be transformative for pupils who are beginning to define their intellectual identity; it asks them to reflect, to make connections, and to take the first steps towards independent planning.

The Diploma Programme at 16–18 is the IB’s best-known component. It demands stamina across six subjects, underpinned by the core: the Extended Essay, Theory of Knowledge and CAS. Diploma graduates tend to arrive at university with a confidence in managing workload and in writing long-form essays—skills that often take other students a year or two to acquire.

The IB suits pupils who enjoy juggling multiple commitments and who feel energised by discussion and collaboration. For those who seek a broad, global academic experience, it can be an excellent match.

The American Curriculum

At a glance

Tends to work well for
• pupils who prefer continuous assessment rather than high-stakes exams
• children with varied interests who value a broad academic and co-curricular menu
• families wanting flexibility in course selection, especially in the high-school years
• teenagers who enjoy project work, participation and practical tasks.

American schools abroad are often among the most lively and wide-ranging in their daily rhythm. In the elementary years, lessons are heavily participatory: group work, projects, presentations and hands-on tasks are common. The emphasis is on communication, literacy and numeracy, but also on confidence, collaboration and creativity.

Middle School tends to act as a bridge, giving pupils the chance to experiment across a wide range of subjects before they enter High School. The High School credit system then allows considerable personalisation. Pupils can shape their timetables around interests—robotics, journalism, economics, digital design—while meeting core graduation requirements. AP courses, where available, provide academic challenge and are recognised internationally.

Continuous assessment is a defining feature. GPA rewards consistency rather than single exam days, which benefits pupils who work steadily. The challenge for parents is that American international schools vary more widely than their British or IB counterparts, simply because the US does not have a single national curriculum. Leadership and internal quality assurance make the difference between an excellent experience and a disjointed one.

The Australian Curriculum

Australian Curriculum - At a glance

Tends to work well for
• pupils who respond to a mix of explicit teaching and applied, real-world tasks
• children who enjoy practical, problem-solving approaches alongside academic study
• families linked to Asia-Pacific pathways
• teenagers who want balanced subject depth without early specialisation

The Australian curriculum blends the clarity of explicit instruction with a noticeable emphasis on application. In the primary years, literacy and numeracy are taught directly, but lessons in humanities, science and the arts often lean towards practical investigation and real-world examples. One of its distinctive features is the integration of “general capabilities”—critical thinking, ethical understanding and intercultural awareness—across all subjects.

Lower secondary maintains breadth. Senior secondary diverges by state—HSC, VCE, SACE, WACE—but internationally these qualifications are well understood and increasingly recognised by universities beyond Australia and New Zealand. Assessment typically mixes internal coursework with externally moderated examinations, resulting in a balanced profile.

Australian-curriculum schools abroad tend to be steady, grounded environments. They appeal to families who want academic rigour delivered through a slightly more applied, less exam-centred approach.

Teacher expertise and system coherence: the hidden differentiator

Curriculum shapes structure, but teachers deliver the experience. In international schools, the training backgrounds of staff influence classroom consistency more than most parents realise.

British-curriculum schools are unusually coherent because teachers are almost always UK-trained. They share common professional language, safeguarding expectations, assessment practices and curriculum documentation. A British school in Jakarta may well run internal systems indistinguishable from those in an independent school in Surrey.

IB schools share a philosophy rather than a training pipeline. Teachers may be Canadian, Filipino, Australian, South African, British or American; IB workshops provide alignment, but underlying habits differ. Good leadership unifies these approaches; without that leadership, the quality can vary.

American schools show the widest variation. Teacher training differs by state, and international hiring adds further diversity. Strong schools compensate with robust internal systems; weaker schools struggle.

Australian schools tend to sit somewhere in the middle—coherent, but with a smaller global network.

For parents, the takeaway is simple: curriculum is the scaffolding; the staff, and how the school aligns them, determine the quality.

How the systems compare across the years

In early years and primary, the British system offers the most structured progression; the PYP the most conceptual pattern; the American system the most participatory; and the Australian model a more applied middle ground.

In lower secondary, KS3 sharpens subject foundations; the MYP encourages interdisciplinary thinking; American Middle School allows broad exploration; and the Australian curriculum builds capability across academic and practical domains.

In the senior years, the differences sharpen. A-levels offer academic focus and depth. The IB Diploma demands breadth with sustained independent work. The American system rewards steady effort across a broad transcript, with AP courses providing depth where chosen. Australian certificates balance coursework with external moderation and produce well-rounded graduates.

None of these models is inherently superior. Each simply rewards a different combination of strengths.

Making the choice as a family

The British curriculum often suits children who appreciate clarity and build confidence through structured progression. The IB works well for pupils who enjoy linking ideas, discussing concepts and managing multiple streams of work. The American system rewards participation, creativity and consistent effort. The Australian curriculum suits pupils who enjoy practical learning supported by clear academic foundations.

For families who relocate frequently, the British and IB pathways are the easiest to transfer between. For those connected to the US, American or IB pathways make sense; for those with ties to Australia or New Zealand, the Australian qualifications are reliable and widely recognised.

Questions worth asking..

The best schools answer these directly, with examples rather than slogans.
• How does the school ensure consistency across teachers with different training backgrounds?
• What does independence look like at different ages?
• How is progress tracked in early years and primary?
• How do you support transitions from other curricula?
• What does co-curricular life look like alongside academics?
• What are the typical destinations for your pupils?

A final thought

Curriculum choice shapes far more than examination outcomes. It influences a child’s daily rhythm, the habits of mind they practise, the way independence is introduced, and—ultimately—the confidence with which they move into senior school. British, IB, American and Australian curricula can all serve children well. The real question is not which system ranks highest, but which one sits most naturally with your child’s temperament and your family’s long-term plans.

About the author

Amelia, PGCE, QTS, BA (Hons)
Amelia is an experienced primary educator with a strong background in literacy and early curriculum design. Before moving into international education, she taught at the Dragon School, where she developed a reputation for warm, structured classroom practice and high-quality pastoral care. Her work blends evidence-informed pedagogy with creative, inquiry-led learning that supports children to think independently and communicate with confidence.

Frequently Asked Questions

How much does the curriculum influence day-to-day classroom experience?
More than parents often realise. Curriculum shapes the underlying structure of lessons, the pace of progression and how independence is introduced. That said, the quality of teaching and leadership usually matters more than the label itself.

Which curriculum is easiest to move between if my family relocates?
Families who move often tend to find the British and IB systems the most portable because both operate consistently worldwide. The American and Australian systems can also work well, but the experience can vary more from school to school.

Do universities favour one curriculum over another?
No. Universities recognise strong achievement in all four systems. A-levels offer depth; the IB Diploma demonstrates breadth and academic stamina; American transcripts show sustained performance; Australian qualifications combine coursework and external moderation. What matters is readiness, not the brand.

Will my child struggle if they switch curricula mid-way?
Transitions can be managed well if the school understands the differences and provides targeted support. Moving from an inquiry-heavy programme to a very structured one—or vice versa—may take some adjustment, but it is common in international communities and usually handled smoothly.

Is one system more demanding?
Each has its own pressures. The IB Diploma is sustained and wide-ranging; A-levels are deep; American High School requires steady effort; Australian certificates balance internal and external assessment. None is objectively “harder”; they reward different strengths.

Should I focus on curriculum or the school itself?
The school. Curriculum matters, but consistent teaching, well-trained staff and a strong culture have far greater impact. Parents should ask about teacher qualifications, professional development and how the school maintains alignment across all year groups.

Does the curriculum determine co-curricular opportunities?
Not meaningfully. High-quality schools protect time for sport, arts, performance, service and leadership regardless of the academic pathway. Co-curricular life is shaped by ethos, not curriculum.

Understanding International Schools in Jakarta
A clear explanation of how “international school” is defined in Indonesia and how SPK schools operate.

Types of International Schools in Greater Jakarta
An overview of governance models, curriculum options and how different schools position themselves.

Accreditation and Quality Standards Explained
What BSO/ISI inspections, IB authorisation, AP accreditation and Australian state moderation actually mean for parents.

Map of International Schools in Jakarta
A visual guide to where major schools are located, with notes on commuting and residential areas.

British vs IB vs American vs Australian Curricula: A Short Comparison
A quicker, high-level summary for parents who want a fast overview.

Local Knowledge for Families New to Jakarta
Neighbourhoods, commutes, after-school activities, healthcare and weekend ideas for newly arrived families.