Curriculum Conversion Sheet: Year-Level Equivalence

British - US - IB - Australian - Indonesian

Notes: Ages vary slightly by school. This follows standard global alignment. Indonesia: KB (Kelompok Bermain), TK A/B, SD, SMP, SMA.

Ages 2–5 | Early Years Alignment

Age 2
UK: Nursery
US: Preschool
IB: Early Years
Australian: Kindergarten/Prep
Indonesia: KB (Kelompok Bermain)

Age 3
UK: Nursery
US: Preschool
IB: Early Years
Australian: Kindergarten/Prep
Indonesia: KB (Kelompok Bermain)

Age 4
UK: Reception
US: Pre-K
IB: Early Years
Australian: Foundation
Indonesia: TK A

Age 5
UK: Year 1
US: Kindergarten
IB: PYP KG / Grade 1
Australian: Year 1
Indonesia: TK B

Ages 6–10 | Early Primary / Lower Elementary

Age 6
UK: Year 2
US: Grade 1
IB: Grade 1
Australian: Year 1–2
Indonesia: SD 1

Age 7
UK: Year 3
US: Grade 2
IB: Grade 2
Australian: Year 2
Indonesia: SD 2

Age 8
UK: Year 4
US: Grade 3
IB: Grade 3
Australian: Year 3
Indonesia: SD 3

Age 9
UK: Year 5
US: Grade 4
IB: Grade 4
Australian: Year 4
Indonesia: SD 4

Age 10
UK: Year 6
US: Grade 5
IB: Grade 5
Australian: Year 5
Indonesia: SD 5

Ages 11–13 | Upper Primary / Middle Years

Age 11
UK: Year 7
US: Grade 6
IB: MYP 1
Australian: Year 6
Indonesia: SD 6

Age 12
UK: Year 8
US: Grade 7
IB: MYP 2
Australian: Year 7
Indonesia: SMP 1

Age 13
UK: Year 9
US: Grade 8
IB: MYP 3
Australian: Year 8
Indonesia: SMP 2

Ages 14–16 | Lower Secondary / IGCSE / SMP–SMA Transition

Age 14
UK: Year 10 (IGCSE 1)
US: Grade 9
IB: MYP 4
Australian: Year 9
Indonesia: SMP 3

Age 15
UK: Year 11 (IGCSE 2)
US: Grade 10
IB: MYP 5
Australian: Year 10
Indonesia: SMA 1

Age 16
UK: Year 12 (A Levels Yr 1)
US: Grade 11
IB: DP 1
Australian: Year 11
Indonesia: SMA 2

Ages 17–18 | Pre-University

Age 17
UK: Year 13 (A Levels Yr 2)
US: Grade 12
IB: DP 2
Australian: Year 12
Indonesia: SMA 3

Age 18
UK: Completion
US: High School Diploma
IB: IB Diploma Awarded
Australian: ATAR
Indonesia: Ijazah SMA

About the author
Guy, BEd (Hons), QTS
Guy is a UK-trained primary educator with experience from EYFS to Key Stage 2 and a strong grounding in inclusive, inquiry-led practice. Recognised for calm, structured classroom teaching and his ability to support diverse learners, he brings reflective, research-informed pedagogy to every setting. With leadership experience in Religious Education and mentoring trainee teachers, he combines academic rigour with a warm, relational teaching style.

“A curriculum that is coherent, portable, and academically muscular becomes less a preference than a structural necessity. Parents need a school that keeps their children in rhythm, no matter the geography."