1. Welcome
The Independent School of Jakarta provides a British independent school education for boys and girls from the age of two, delivered in Jakarta.
This curriculum guide explains what children learn at ISJ, how the English National Curriculum is taught in practice, and how standards are maintained within a British independent school framework. It is written for parents who are seeking clarity about academic expectations, progression, and assessment; and reassurance that ISJ offers a rigorous, well-structured, and safe educational environment grounded in UK independent school best practice.
At ISJ, a strong academic programme forms the foundation of school life. Alongside this, children are encouraged to develop confidence in their thinking, curiosity about the world, and the willingness to engage with challenge. Classrooms are purposeful and supportive, and teaching places emphasis on understanding, clear communication, and steady progress over time. We take advantage of our location in Jakarta, Indonesia. Bahasa Indonesia and Indonesian and regional history, culture, and other relevant topics are included to complement the curriculum.
This guide sets out the structure of the curriculum from the Early Years Foundation Stage through to A Levels, explains the subjects taught at each stage, and outlines how progress is assessed and reported. It also describes the approaches to teaching, learning, and pastoral care that support pupils' academic development and personal growth, and explains how the school ensures continuity, high standards, and appropriate challenge throughout a child's education with us.
Eileen Fisher
Academic Director, The Independent School of Jakarta
2. A British Independent School Education
A contemporary British independent school education combines strong academic standards with individual attention, confidence in learning, enjoyment of school life, and a broad range of experiences. Academic rigour is matched by close knowledge of each pupil, allowing teaching to be responsive, expectations to be high, and progress to be sustained over time.
Individual attention • A broad, academically ambitious curriculum taught in depth • High expectations for behaviour, effort, and intellectual engagement • Structured pastoral care and strong staff–pupil relationships • A co-curricular programme that is integral, not optional • Careful preparation for transition to the next stage of education • A clear, professional partnership with parents
Individual Attention
One of the most noticeable features of an ISJ education is the level of individual attention pupils receive. Teachers know their pupils well, monitor progress closely, and identify both strengths and difficulties early. This enables teaching to be responsive to the individual rather than directed at the average, supporting both academic confidence and long-term progress.
Broad and Academically Ambitious
Pupils are exposed to a broad and ambitious curriculum which prioritizes depth of understanding alongside examination success. Languages, sciences, humanities, and the arts are given due importance, and pupils are encouraged to maintain breadth for as long as possible before specialising. The curriculum is designed to challenge, stretch, and prepare pupils for a wide range of future pathways.
A Strong Learning Culture
A focused learning environment, with clear expectations around behaviour, effort, and participation are consistently upheld. This reduces disruption and allows lessons to be purposeful, calm, and engaging. Pupils take learning seriously. Intellectual curiosity is encouraged.
Pastoral Care and Pupil Wellbeing
Systems such as tutors, pastoral leaders, and close staff oversight support pupils academically, socially, and emotionally. Pastoral care is structured, and visible, allowing early intervention, careful guidance, and strong relationships between pupils and staff.
Co-Curricular Education
Education is of course broader than examination outcomes alone. Sport, music, drama, debating, service, and leadership opportunities are not treated as optional extras but as integral parts of school life. These activities are embedded in the school week, helping pupils develop confidence, teamwork, and discipline alongside academic achievement.
Preparation for the Next Stage
Strong emphasis is placed on preparing pupils for what comes next, whether that is a boarding school in the UK, an international school in the region, or university. Careful guidance is provided on subject choices, assessment expectations, and application processes, including experience of interviews and competitive entry systems. This approach becomes particularly valuable in an international context, where pupils may move between countries, curricula, or higher education systems.
Partnership with Parents
A clear partnership between school and family, focused on the long-term development of the child is a central part of a pupils education and wellbeing. We strive to be responsive, transparent, and consistent with our parents. Standards, outcomes, and pupil wellbeing matter, and concerns are addressed promptly.
Curriculum Guide
A British International School Education in Jakarta
The Independent School of Jakarta (ISJ) delivers a British independent school education within an international setting. The curriculum is based on the English National Curriculum, while being taught in Jakarta to a diverse, international community.
Contents
Welcome from the School
Introduction to ISJ's educational philosophy
A British Independent School Education
What defines our approach to teaching
The Curriculum at a Glance
Structure, subjects, and assessment overview
Curriculum Framework Overview
How the curriculum is organized
Early Years Foundation Stage
Ages 2-5: Building foundations
Key Stage 1
Ages 5-7: Core foundations
Key Stage 2
Ages 7-11: Building knowledge and skills
Key Stage 3
Ages 11-14: Broad academic curriculum
Key Stage 4
Ages 14-16: GCSE-level study
Sixth Form
Ages 16-18: A Level specialization
Subjects Across the Curriculum
What students study at each stage
Teaching and Learning
Our approach to education
Assessment and Progress
How we track student development
Reporting to Parents
Communication and transparency
Success for Every Student
Support and challenge for all learners
Transitions and Continuity
Moving between stages and schools
Frequently Asked Questions
Common questions answered
Glossary of Key Terms
Understanding curriculum terminology
3. The Curriculum at a Glance
Learning at ISJ is organised through the English National Curriculum. The curriculum is structured into clear stages based on age, with defined subjects, expectations, and assessment approaches at each stage.
School Structure and Key Stages
The school is organised into four main divisions. Each division encompasses specific Key Stages of the English National Curriculum:
| School Division | Key Stages | Ages | Educational Focus |
|---|---|---|---|
| Pre-Prep | EYFS, Key Stage 1 | 2–7 | Foundation learning through play-based and structured activities. Development of early literacy, numeracy, and social skills. Transition to formal reading, writing, and mathematics. |
| Prep School | Key Stage 2, Key Stage 3 | 7–14 | Consolidation of core skills and introduction to specialist subject teaching. Development of independent learning habits and broader academic curriculum. |
| Senior School | Key Stage 4 | 14–16 | GCSE-level study with core subjects and chosen options. Preparation for external examinations and increased academic rigour. |
| Sixth Form | Post-16 | 16–18 | Advanced Level (A Level) study of 3–4 subjects. Preparation for university and development of independent research skills. |
What Children Study
The subjects taught vary by stage, with increasing breadth in the early years and greater depth and specialisation in later stages.
Pre-Prep (Ages 2–7)
Early Years Foundation Stage (Ages 2–5): Communication and Language, Physical Development, Personal, Social and Emotional Development, Literacy, Mathematics, Understanding the World, Expressive Arts and Design
Key Stage 1 (Ages 5–7): English, Mathematics, Science, History, Geography, Art and Design, Design and Technology, Music, Physical Education, Computing, Bahasa Indonesia
Prep School (Ages 7–14)
Key Stage 2 (Ages 7–11): English, Mathematics, Science, History, Geography, Modern Foreign Language, Art and Design, Design and Technology, Music, Physical Education, Computing, Bahasa Indonesia
Key Stage 3 (Ages 11–14): English, Mathematics, Science, History, Geography, Modern Foreign Languages, Art and Design, Design and Technology, Music, Physical Education, Computing, Citizenship, Bahasa Indonesia
Subjects become more clearly defined with specialist teaching. Pupils maintain breadth across academic, creative, and practical subjects.
Senior School (Ages 14–16)
Core subjects: English Language, English Literature, Mathematics, Science (Combined or Separate)
Optional subjects include: History, Geography, Modern Foreign Languages, Bahasa Indonesia, Art and Design, Music, Drama, Design and Technology, Computer Science
Pupils continue core subjects while selecting optional subjects based on strengths and interests. Teaching is aligned to GCSE specifications.
Sixth Form (Ages 16–18)
Subjects offered at A Level include: English Literature, History, Geography, Mathematics, Further Mathematics, Biology, Chemistry, Physics, Modern Foreign Languages, Art, Music, Drama, Economics, Business Studies, Psychology, Computer Science
Pupils typically study three subjects in depth. Teaching is rigorous with emphasis on independent study, analysis, and university-level thinking.
How Subject Learning Develops
As pupils move through the school, the way subjects are taught changes to reflect their development:
| Stage | Approach to Learning |
|---|---|
| Early Years (2–5) | Learning is integrated and play-based. Activities are structured to develop early skills across all areas simultaneously rather than as separate subjects. |
| Key Stage 1 (5–7) | Subjects begin to be identified more clearly. Strong emphasis on building secure foundations in reading, writing, and mathematics alongside broader curriculum areas. |
| Key Stage 2 (7–11) | Subjects are taught discretely with increasing depth. Pupils develop fluency in core skills and broader subject knowledge. Independent learning habits are established. |
| Key Stage 3 (11–14) | Specialist subject teaching with greater academic depth. Pupils develop subject-specific vocabulary, methods, and ways of thinking. Broad curriculum maintained. |
| Key Stage 4 (14–16) | Subject choices allow for some specialisation while maintaining core breadth. Teaching is examination-focused with emphasis on knowledge, application, and analytical thinking. |
| Sixth Form (16–18) | Advanced, in-depth study of chosen subjects. Emphasis on critical analysis, independent research, extended writing, and university preparation. |
Assessment and Progress Tracking
Assessment approaches vary by stage but are consistently used to inform teaching, track progress, and ensure pupils are meeting age-related expectations.
| Stage | Assessment Approach |
|---|---|
| EYFS (2–5) | Continuous observation-based assessment. Teachers track development across seven areas of learning. EYFS Profile completed at end of Reception year. |
| Key Stage 1 (5–7) | Teacher assessment through classwork, observation, and short tasks. Phonics screening. Progress tracked against age-related expectations. |
| Key Stage 2 (7–11) | Combination of teacher assessment and standardised testing. Internal assessments used to track progress. End-of-unit tests and broader subject assessments. |
| Key Stage 3 (11–14) | Subject-specific tests and assessments. Progress tracked in each subject area. Standardised assessments used selectively to support benchmarking. |
| Key Stage 4 (14–16) | Internal assessments and mock examinations mirror GCSE structure. External GCSE examinations at end of Key Stage 4. Coursework where applicable. |
| Sixth Form (16–18) | Internal assessments and mock examinations. External A Level examinations at end of Sixth Form. Coursework and practical assessments where applicable. |
Assessment information is shared between teachers and stages to ensure continuity. Parents receive written reports and attend consultations to discuss progress and next steps.
Academic Outcomes and Performance
ISJ pupils consistently achieve results in the top 10% of international schools worldwide, demonstrating that our approach to teaching, learning, and assessment produces exceptional academic outcomes.
In recent GL Education assessments—standardised tests used by leading British independent and international schools worldwide—ISJ Year 7 pupils recorded the following mean Standard Age Scores (SAS):
| Subject | ISJ Mean SAS | International Mean | Performance |
|---|---|---|---|
| English (PTE) | 122 | 104.6 | Top 10% globally |
| Mathematics (PTM) | 118.7 | 101 | Top 10% globally |
| Science (PTS) | 119.7 | 103.1 | Top 10% globally |
| Reading (AR NRSS) | 113.1 | 100 | Above international average |
| Spelling (NGST) | 116.7 | 100 | Above international average |
These results place ISJ pupils at the same level as the highest-performing British independent preparatory schools and significantly above the average for international schools globally. This performance reflects ISJ's culture of high expectations, exceptional teaching, and the belief that every pupil can achieve beyond standard benchmarks when they are known, supported, and challenged appropriately.
Read the full analysis of ISJ's academic performance →
4. Curriculum Framework Overview
The English National Curriculum as a Framework
The curriculum defines what is taught and when, while allowing professional judgement in how it is taught. This provides clarity, consistency, and progression across all stages of the school, while enabling teachers to respond to the needs of individual pupils.
It is used as a framework rather than a script. It sets clear expectations for knowledge, skills, and progression, while allowing flexibility in delivery, sequencing, and enrichment.
Age Groups and Educational Stages
The curriculum is organised into clearly defined stages, broadly linked to age. Each stage builds on the learning of the previous one and prepares pupils for the next.
While age ranges provide a guide, placement and progression are informed by prior learning, attainment, and readiness, particularly in an international context.
Progression and Continuity
Progression through the curriculum is planned, cumulative, and carefully managed to ensure that learning builds securely over time. Assessment information is shared between year groups and stages to support continuity and identify gaps early.
- Knowledge and skills are revisited, extended, and deepened as pupils move through year groups and stages
- Learning is structured to avoid isolated topics and unnecessary repetition
- Assessment information is shared between teachers and phases to support continuity
- Gaps in understanding are identified early and addressed
- Academic and pastoral planning supports smooth transition to the next stage of education
Balance of Academic, Personal, and Social Development
The curriculum is designed to support more than academic attainment alone. Alongside subject knowledge, pupils develop independence, resilience, responsibility, and effective study habits. These aspects are embedded within teaching, classroom expectations, and pastoral structures.
Local language, history, and cultural learning are incorporated to complement the curriculum and support pupils' understanding of their environment.
5. Early Years Foundation Stage (EYFS)
Ages 2–5
Philosophy and Aims
The Early Years Foundation Stage provides the foundation for all later learning. It covers education from age two to the end of the Reception year and focuses on children's development across a broad range of areas, rather than formal academic outcomes alone.
At this stage, learning is developmentally appropriate, carefully structured, and rooted in play. Play is not treated as unplanned activity, but as a purposeful way of developing language, thinking, social skills, physical control, and early academic understanding.
The Seven Areas of Learning
Learning in the EYFS is organised into seven areas. These areas work together and are not taught as separate subjects.
Prime Areas
Communication and Language
Listening, understanding, speaking, vocabulary development, and confidence in expressing ideas
Physical Development
Gross and fine motor skills, coordination, balance, control, and self-care
Personal, Social and Emotional Development
Building relationships, managing emotions, developing independence, and understanding expectations
Specific Areas
Literacy
Early reading, phonics, mark-making, and early writing
Mathematics
Number, counting, simple calculation, shape, space, and pattern
Understanding the World
Awareness of people, places, nature, technology, and cultural context
Expressive Arts and Design
Art, music, movement, imagination, and creative expression
Teaching and Learning Approaches
Teaching in the EYFS combines both child-initiated learning and adult-led activities. Teachers plan carefully structured environments that encourage exploration while also providing focused teaching at appropriate moments.
Observation and Assessment in EYFS
Assessment in the EYFS is continuous and observation-based. Teachers regularly observe children as they play, interact, and complete activities, noting progress across the seven areas of learning.
At the end of the EYFS, teachers complete the EYFS Profile, which summarises each child's development across the seven areas of learning. This assessment is used to support progression into Key Stage 1.
6. Key Stage 1
Ages 5–7
Educational Focus and Learning Goals
Key Stage 1 marks the transition from early years learning into more formal education. During this stage, pupils develop the core skills and learning habits that underpin all later academic work.
The primary goals of Key Stage 1 are to:
- Establish secure foundations in reading, writing, and mathematics
- Develop confidence in speaking, listening, and explaining ideas
- Introduce subject-based learning across a range of curriculum areas
- Build positive learning behaviours, including attention, effort, and resilience
Subjects Taught
Pupils in Key Stage 1 follow a broad and balanced curriculum. Subjects are clearly identified but often taught through linked themes to support understanding and engagement.
Core Subjects
English: Phonics and early reading skills, reading comprehension, sentence structure, spelling, and handwriting, speaking and listening
Mathematics: Number, counting, and place value, addition and subtraction, shape, measurement, and simple data handling, reasoning and explaining mathematical thinking
Science: Basic scientific concepts related to plants, animals, materials, and physical processes, simple investigations and practical activities
Foundation Subjects
History, Geography, Computing, Design and Technology, Art and Design, Music, Physical Education
Assessment and Progress Tracking
Assessment in Key Stage 1 is ongoing and purposeful. Teachers assess pupils through classwork, observation, and short tasks to check understanding and inform planning.
Progress is monitored against age-related expectations, particularly in reading, writing, and mathematics. Where appropriate, standardised assessments may be used to support progress tracking.
7. Key Stage 2
Ages 7–11
Educational Focus and Learning Goals
Key Stage 2 builds on the foundations established in the early and primary years and marks a significant step in academic depth and independence. Pupils develop greater fluency in core subjects, broader subject knowledge, and the ability to work with increasing focus and responsibility.
The main goals of Key Stage 2 are to:
- Secure and extend reading, writing, and mathematical understanding
- Develop confidence in applying knowledge across subjects
- Introduce more complex ideas, vocabulary, and methods of working
- Encourage independence, organisation, and resilience in learning
Subjects Taught
Pupils continue to follow a broad and balanced curriculum. Subjects are taught discretely, with clear progression in content and expectations.
Core Subjects
English: Reading comprehension, extended writing, spelling and grammar, adapting writing for different purposes and audiences
Mathematics: Fluency, reasoning, and problem-solving, mental strategies and written methods, mathematical explanation
Science: Biology, chemistry, and physics topics through practical work, investigation, and developing scientific vocabulary and reasoning
Foundation Subjects
History, Geography, Computing and Digital Literacy, Design and Technology, Art and Design, Music, Physical Education, Modern Foreign Language
Developing Independence and Study Skills
Key Stage 2 places increasing emphasis on independent learning. Pupils are taught how to organise their work, manage time, and take responsibility for their learning. These skills include:
- Developing concentration and perseverance
- Following instructions accurately
- Presenting work clearly
- Reflecting on feedback and making improvements
Preparing for Secondary Education
Preparation for secondary education is a key focus of the later years of Key Stage 2. Pupils are supported academically and pastorally to ensure a smooth transition through:
- Increasing expectations for independence and organisation
- Exposure to a wider range of subjects and specialist teaching
- Sharing of assessment information with secondary staff
- Guidance and support around transition routines and expectations
11. Subjects Across the Curriculum
Subjects are introduced, developed, and refined in a planned way as pupils move through each stage of the curriculum. Breadth is prioritised in the early and middle years, with increasing depth and specialisation in the later stages.
Early Years Foundation Stage (Ages 2–5)
Learning is organised around developmental areas rather than discrete subjects:
Key Stages 1 & 2 (Ages 5–11)
Key Stage 3 (Ages 11–14)
A broad secondary curriculum is maintained to avoid early specialisation:
Key Stage 4 (Ages 14–16)
Sixth Form (Ages 16–18)
Pupils typically study three subjects at A Level from areas such as:
12. Teaching and Learning Approaches
Teaching at The Independent School of Jakarta is structured, purposeful, and focused on secure understanding. Lessons are carefully planned, expectations are clear, and pupils are supported to make steady progress over time.
Classroom Practice
Classroom teaching is clear, well organised, and academically focused. Teachers explain new content explicitly, model skills and processes, and give pupils regular opportunities to practise and apply what they have learned.
Lessons typically include:
- Clear learning objectives and success criteria
- Direct teaching and explanation
- Guided practice and independent work
- Regular checking of understanding
- Feedback that helps pupils improve
Differentiation and Support
Teaching is planned to meet the needs of pupils with a range of starting points and learning profiles. Differentiation is achieved through teaching strategies rather than lowering expectations. This includes:
- Adapting tasks and resources
- Providing targeted guidance or scaffolding
- Adjusting pace and level of support
- Small-group or individual intervention where needed
Stretch and Challenge
High expectations apply to all pupils. Teaching is designed to challenge pupils to think deeply, work accurately, and extend their understanding. This is provided through:
- Open-ended and higher-level questions
- Tasks that require reasoning, analysis, or evaluation
- Opportunities for independent thinking and problem-solving
- Extension work within lessons
Enrichment and Co-curricular Learning
Learning is supported and extended through a wide range of co-curricular activities. These are an integral part of school life and complement the academic curriculum. Opportunities typically include sport and physical activities, music, drama, and creative arts, debating, clubs, and academic enrichment, and leadership and service activities.
13. Assessment and Progress Tracking
Assessment at The Independent School of Jakarta is used to support learning, measure attainment, and track progress over time. It provides reliable information for teachers, pupils, and parents, and underpins academic decision-making at every stage of the school.
Principles of Assessment
Purposeful
Assessment is used to check understanding, identify strengths and gaps, and inform teaching and support
Proportionate
Assessment practices are consistent across the school while being appropriate to pupils' age, stage, and subject
Progressive
Assessment monitors progress against age-related expectations and prepares pupils for external examinations
Formative Assessment
Formative assessment takes place continuously as part of everyday teaching. Teachers use this information to adjust lessons, provide clarification, and decide when pupils are ready to move on or need further support.
Formative assessment includes:
- Questioning and discussion in lessons
- Observation of pupils' work and learning behaviours
- Short tasks, exercises, and classwork
- Verbal and written feedback
Summative Assessment
Summative assessment takes place at planned points during the academic year. It is used to evaluate what pupils have learned over a defined period of time. Results are used to confirm attainment, track progress over time, and inform reporting to parents.
Summative assessment may include:
- End-of-unit or end-of-term tests
- Written assessments or extended tasks
- Internal examinations or mock examinations
Standardised Testing and Benchmarking
Standardised assessments are used selectively at key points to support consistency and reliability in progress tracking. GL Assessment provides standardised assessments commonly used in British and international schools. These assessments measure skills such as literacy, numeracy, and reasoning.
They are used alongside teacher assessment to:
- Compare pupil performance against age-based norms
- Support objective benchmarking
- Help identify patterns of strength or difficulty
Tracking Attainment and Progress Over Time
Attainment and progress are tracked systematically throughout a pupil's time at the school. Tracking information is used to:
- Monitor progress against age-related expectations
- Compare current attainment with previous outcomes
- Review progress at individual, class, and cohort level
- Inform teaching and support strategies
- Guide subject choices and pathways
- Ensure readiness for the next stage of education
14. Reporting to Parents
Reporting is designed to give parents clear, accurate information about attainment, progress, and next steps. It supports an informed partnership between home and school.
Types of Reports
Parents receive written reports at scheduled points during the academic year. Reports are structured and consistent, enabling parents to track progress clearly. Reports typically include:
- Subject-by-subject attainment information
- Progress against age-related expectations
- Teacher comments identifying strengths and areas for development
- Guidance on next steps in learning
Parent Consultations
Parent–teacher meetings are held during the year. These provide opportunities to discuss progress in more detail and to raise questions or concerns. Consultations focus on:
- Academic progress and engagement
- Learning behaviours and organisation
- Support or challenge where appropriate
- Preparation for upcoming transitions or assessments
Understanding Grades, Levels, and Expectations
Attainment is reported using clear indicators linked to age-related or course-specific expectations. Teachers explain assessment outcomes in plain terms, helping parents understand what results mean and how pupils are progressing relative to expectations.
15. Success for Every Student
The school is committed to ensuring that every pupil is supported to make appropriate academic and personal progress. This includes identifying and addressing learning needs early, providing suitable challenge for high attainers, and maintaining strong pastoral systems.
Learning Support and Inclusion
Learning support is provided for pupils who require additional assistance to access the curriculum effectively. Support is designed to enable pupils to work confidently alongside their peers and to make sustained progress over time.
Supporting High Attainers
Pupils who demonstrate high levels of attainment or aptitude are supported through appropriate academic challenge rather than acceleration alone. The aim is to stretch pupils intellectually while maintaining balance and depth across the curriculum.
Pastoral Care and Wellbeing
Pastoral care is an integral part of school life and supports pupils' academic engagement and personal development. Pastoral systems include tutor or form teacher support, clear routines and expectations, monitoring of wellbeing, behaviour, and engagement, and communication between staff, pupils, and parents.
16. Transitions and Continuity
Transitions are recognised as an important part of a pupil's educational journey and are managed with care and foresight. The school places particular emphasis on ensuring that pupils leave each stage well prepared, confident, and ready for the next phase of their education.
Moving On from ISJ
A key focus of transition planning is preparation for pupils moving on from ISJ, whether to another international or UK independent school, or into higher education. The curriculum is structured to ensure continuity and comparability with widely recognised British qualifications, supporting smooth transfer and clear progression.
Pupils are guided carefully through subject choices and pathways to ensure that options remain open and that future requirements are understood in advance. Academic records, assessment information, and teacher insight are used to provide a clear and accurate picture of each pupil's attainment and readiness.
Supporting Families Through Change
The school recognises that transitions often involve wider family decisions, particularly in an international context. Clear communication and guidance are provided to support families as they plan next steps.
Where pupils are transferring to other schools, the school provides detailed academic records, references, and guidance to support applications and placement. Where pupils are progressing to university, structured preparation supports applications, interviews, and entry requirements across different systems and countries.
8. Key Stage 3
Ages 11–14
Educational Focus and Learning Goals
Key Stage 3 marks the transition into secondary education. Pupils move between specialist teachers and work within a clearly structured timetable. Academic expectations increase, and pupils are required to manage their learning with greater independence.
The main goals of Key Stage 3 are to:
- Develop secure subject knowledge across a wide range of disciplines
- Build analytical thinking and subject-specific skills
- Establish effective study habits and organisation
- Prepare pupils for informed choices at Key Stage 4
Subjects Taught
Core Subjects
English
Reading comprehension, analytical writing, and spoken communication, with increasing emphasis on interpretation and structured argument
Mathematics
Algebra, number, geometry, statistics, and problem-solving, with increasing levels of abstraction and reasoning
Science
Biology, chemistry, and physics through theory, experimentation, and scientific reasoning
Foundation Subjects
History, geography, modern foreign languages, computing, design and technology, art and design, music, physical education, and citizenship.
Broad and Balanced Curriculum
A broad curriculum is maintained throughout Key Stage 3 to avoid premature specialisation. Pupils continue to study all major subject areas, ensuring balanced academic development and informed decision-making later on. This approach allows pupils to discover strengths and interests, develop a wide range of skills, and build a strong academic base before specialising.
Preparing for Key Stage 4 Choices
The later part of Key Stage 3 focuses on preparing pupils for GCSE subject choices. Guidance is provided through academic advice based on assessment evidence, discussion of subject demands and expectations, and support in identifying strengths, interests, and future goals.
9. Key Stage 4
Ages 14–16
GCSE-Level Study
Key Stage 4 is the period during which pupils study for GCSE qualifications. This stage combines a core academic programme with optional subjects, allowing pupils to begin specialising while maintaining a balanced education.
GCSE courses are taught over two years. Teaching is subject-specific, structured, and closely aligned to examination specifications. The focus is on developing secure subject knowledge, examination technique, and the ability to work consistently over time.
Core Subjects
All pupils study a core set of subjects throughout Key Stage 4:
- English Language and English Literature
- Mathematics
- Science (combined science or separate sciences, depending on pathway)
- Physical Education (as part of the wider curriculum)
- Citizenship (as part of the wider curriculum)
Optional Subjects and Personalised Pathways
Alongside core subjects, pupils choose a number of optional subjects. These choices allow pupils to develop strengths, interests, and future academic direction. Options typically include subjects from:
Humanities
History, Geography
Languages
French, Spanish, Mandarin, Bahasa Indonesia
Creative Subjects
Art and Design, Music, Drama
Technical/Computing
Design and Technology, Computer Science
Examination and Coursework Structure
Assessment at GCSE is primarily examination-based, with exams taken at the end of the two-year course. Some subjects also include coursework or controlled assessment, which contributes to the final grade. Throughout Key Stage 4, pupils complete internal assessments that mirror examination conditions, practice examinations and timed tasks, and coursework tasks where applicable.
Supporting Students Through Examination Years
The school provides structured academic and pastoral support throughout Key Stage 4, including:
- Clear guidance on examination expectations and revision strategies
- Monitoring of workload and wellbeing
- Academic intervention where needed
- Regular communication with parents
10. Sixth Form
Ages 16–18
A Level Programme Overview
The Sixth Form provides advanced, subject-focused education through A Level courses. This stage is academically demanding and prepares pupils for higher education and future professional pathways.
Pupils typically study three or four subjects in depth, allowing for sustained focus and intellectual development. Teaching is rigorous with high expectations for independent work, critical thinking, and academic accuracy.
The Sixth Form environment encourages maturity, responsibility, and self-discipline, reflecting the transition towards adult learning.
Subject Choices and Academic Depth
Subject choices in the Sixth Form are made carefully, based on GCSE performance, academic strengths, and future aspirations. A Level study involves:
- In-depth exploration of subject content
- Development of analytical and evaluative skills
- Extended written work and structured argument
- Subject-specific methodologies and terminology
Typical A Level Subjects
English & Humanities
English Literature, History, Geography
Mathematics
Mathematics, Further Mathematics
Sciences
Biology, Chemistry, Physics
Languages
French, Spanish, Mandarin
Creative Subjects
Art, Music, Drama
Social Sciences
Economics, Business Studies, Psychology
Technology
Computer Science
Independent Learning and Study Skills
Independent learning is central to success in the Sixth Form. Pupils are expected to manage their time effectively, meet deadlines, and take responsibility for their progress. Support is provided to help pupils develop:
- Effective study and revision strategies
- Research and note-taking skills
- Organisation and workload management
- Resilience and self-motivation
Preparation for University and Beyond
Preparation for post-school pathways is a central focus of the Sixth Form. Pupils receive guidance on:
- Subject choices aligned with future study
- Application processes for universities and other destinations
- Personal statements and references
- Interview preparation and admissions testing where required
By the end of the Sixth Form, pupils are academically prepared, well supported, and ready to move confidently into higher education.
17. Frequently Asked Questions
Curriculum and Assessment
Is the English National Curriculum followed strictly?
The English National Curriculum is used as a framework rather than a script. It defines what is taught and the expected progression, while allowing flexibility in delivery, sequencing, and enrichment in line with British independent school practice.
How do I know my child is making appropriate progress?
Progress is tracked against age-related expectations using teacher assessment, internal assessments, and standardised assessments where appropriate. Progress over time, rather than single results, is used to judge development.
Are pupils prepared for external examinations?
Yes. From Key Stage 4 onwards, teaching is closely aligned to GCSE or iGCSE specifications, and in the Sixth Form to A Level specifications. Pupils complete practice assessments and receive guidance on examination technique.
Subject Choices
When do pupils begin to choose subjects?
Subject choice begins formally at Key Stage 4, when pupils select GCSE or iGCSE options alongside core subjects. Further specialisation takes place in the Sixth Form through A Level choices.
How are subject choices guided?
Choices are guided by prior attainment, teacher recommendation, and future aspirations. The aim is to ensure that subject combinations are appropriate, balanced, and keep future options open.
Can subject choices affect future opportunities?
Yes. Subject choices at GCSE and A Level can influence future study options. Guidance is provided to ensure that pupils understand these implications before making decisions.
Progress and Reporting
How often will I receive information about my child's progress?
Parents receive written reports at scheduled points during the academic year and attend parent–teacher meetings to discuss progress in more detail.
What do grades or attainment indicators mean?
Attainment indicators show how a pupil is performing relative to age-related or course-specific expectations. Teachers provide explanation and context so that progress is understood clearly.
What happens if concerns are identified?
If progress concerns arise, these are addressed promptly through additional support, monitoring, and communication with parents.
Post-School Pathways
What destinations do pupils typically move on to after ISJ?
Pupils move on to a range of destinations, including UK independent schools, international schools, and universities in different countries.
How does the school support applications and transitions?
Support includes guidance on subject pathways, preparation for applications, provision of academic records and references, and advice on entry requirements and interviews.
Are qualifications recognised internationally?
The English National Curriculum is the most widely recognised curriculum by schools and universities internationally and provides a strong and highly regarded foundation for further study.
18. Glossary of Key Terms
This glossary explains curriculum and assessment terminology used throughout this guide.
Curriculum Terminology
- A Level
- Advanced Level qualifications studied typically between ages 16 and 18. A Levels involve in-depth study of a small number of subjects and are used for university entry.
- British Independent School Education
- An education model based on the English National Curriculum and associated qualifications, delivered with greater flexibility, subject depth, and pastoral support than statutory systems.
- Broad and Balanced Curriculum
- A curriculum that includes a wide range of academic, creative, physical, and personal subjects, particularly in the early and middle years.
- Curriculum Framework
- The structure that sets out what is taught, when it is taught, and how learning progresses over time.
- English National Curriculum
- A curriculum framework outlining subjects, content, and progression expectations across stages of education. Used as a guide rather than a fixed programme.
- Key Stage
- A phase of education within the English system, broadly linked to age and stage of development.
- Specialisation
- The process of focusing on a smaller number of subjects for deeper study, typically beginning at GCSE and continuing at A Level.
Assessment Terminology
- Age-Related Expectations
- Benchmarks describing what pupils are typically expected to know and be able to do at a given age or stage.
- Attainment
- A measure of what a pupil knows, understands, and can do at a particular point in time.
- Baseline Assessment
- Assessment used when a pupil joins the school or a new stage, to establish current levels of attainment.
- Formative Assessment
- Ongoing assessment used during teaching to check understanding and inform next steps. It does not usually result in grades.
- Progress
- The improvement a pupil makes over time, measured by comparing current attainment with previous outcomes.
- Standardised Assessment
- An assessment designed to compare pupil performance against age-based norms using consistent measures.
- Summative Assessment
- Assessment used at the end of a unit, term, or course to evaluate learning over a defined period.
Common Acronyms and Abbreviations
- A Level
- Advanced Level
- EYFS
- Early Years Foundation Stage
- GCSE
- General Certificate of Secondary Education
- iGCSE
- International General Certificate of Secondary Education
- KS
- Key Stage
- MFL
- Modern Foreign Languages
- PSHE
- Personal, Social, Health and Economic Education
- UK
- United Kingdom
This curriculum guide was prepared by the ISJ Academic Team
January 2026
The Independent School of Jakarta
A British independent school education in Jakarta. We combine strong academic standards with individual attention, preparing pupils for success in their next stage of education and beyond.