The English National
Curriculum | Jakarta
Curriculum Guide
How ISJ delivers the English National Curriculum from Early Years through A Levels, maintaining British independent school standards in Jakarta
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The opportunity to educate other people's children is a privilege, and one we take seriously. At ISJ, we aim to provide a rigorous British independent school education in a community where every child is known, valued, and encouraged to flourish.
Academic achievement matters — and our pupils consistently rise to the challenge. But examinations are only part of the picture. We want children to develop confidence in their thinking, curiosity about the world, and the resilience to embrace challenge. School should be purposeful, but it should also be enjoyable. Happy children learn well.
This guide explains how the curriculum works from the Early Years through to A Levels: what children study, how progress is assessed, and how we keep you informed. I hope it gives you a clear sense of what to expect — and reassurance that your child is in good hands.
Eileen Fisher
Academic Director
Ms. Eileen Fisher, ISJ Academic Director and headteacher, with Kay Extance, representing Ipswich High School, from Suffolk, U.K.
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
Teachers know their pupils well, monitor progress closely, and identify both strengths and difficulties early. Teaching is responsive to the individual rather than directed at the average.
Broad and Academically Ambitious
Languages, sciences, humanities, and the arts are given due importance. Pupils maintain breadth for as long as possible before specialising, with depth of understanding prioritised alongside examination success.
A Strong Learning Culture
Clear expectations around behaviour, effort, and participation are consistently upheld. Lessons are purposeful, calm, and engaging. Intellectual curiosity is encouraged.
Pastoral Care and Wellbeing
Tutors, pastoral leaders, and close staff oversight support pupils academically, socially, and emotionally — allowing early intervention and strong relationships.
Co-Curricular Education
Sport, music, drama, debating, service, and leadership are not optional extras but integral parts of school life, embedded in the school week.
Preparation for the Next Stage
Careful guidance on subject choices, assessment expectations, and applications — whether for UK boarding schools, international schools, or university.
Partnership with Parents
A clear partnership between school and family, focused on the long-term development of the child. We strive to be responsive, transparent, and consistent. Concerns are addressed promptly.
The Independent School of Jakarta’s founding Head, Mrs. Emma Webb, hailed from Queen’s College London.
Queen's College, London, was founded in 1848. It was the first institution to grant academic qualifications to women. Until 2024, the British monarch served as its patron. This royal patronage highlighted the school's pioneering role in women's education, established by a Royal Charter in 1853.
3. The Curriculum at a Glance
A parent's guide to what children learn at ISJ, when they learn it, and how we know they're progressing.
Your Child's Journey
| Key Stage | Ages | School |
|---|---|---|
| Early Years Foundation Stage(EYFS) | 2 to 5 | Pre-Prep |
| Key Stage 1(KS1) | 5 to 7 | Pre-Prep |
| Key Stage 2(KS2) | 7 to 11 | Prep School |
| Key Stage 3(KS3) | 11 to 14 | Prep School |
| Key Stage 4(GCSEs) | 14 to 16 | Senior School |
| A-Levels | 16 to 18 | Sixth Form |
Key Assessments
- Reception Baseline Assessment — interactive check in first six weeks
- EYFS Profile — teacher observation across seven learning areas
- Year 1 Phonics Screening Check — statutory phonics assessment
- KS1 Teacher Assessments — reading, writing, maths, science
- GL Assessments — standardised benchmarking in English, Maths, Science
- KS2 SATs — end of Year 6 tests in English and Maths
- Teacher Assessments — ongoing assessment for writing and science
- GL Assessments — continued standardised benchmarking
- Internal Assessments — subject-specific tests and end-of-year exams
- GCSEs — external examinations at end of Year 11 (Grades 9–1)
- Coursework / NEA — non-examined assessment where applicable
- AS Levels — optional end of Year 12 qualification
- A-Levels — external examinations at end of Year 13 (Grades A*–E)
What Children Study
Plus sport, music, enrichment activities, and trips — a broad education continues beyond examined subjects.
How We Teach
Children learn best when they feel safe to take risks, ask questions, and make mistakes. Our classrooms are purposeful and warm — places where curiosity is kindled and confidence grows.
Rooted in Indonesia
Our pupils live in Indonesia, so Indonesian language, history, and culture aren't add-ons — they're woven throughout the curriculum. Bahasa Indonesia is taught at every stage, and local context enriches learning in humanities, arts, and beyond.
Staying Informed
Academic Outcomes
ISJ pupils consistently perform in the top 10% of international schools worldwide in standardised assessments.
| Subject | ISJ Mean | 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 average |
| Spelling (NGST) | 116.7 | 100 | Above average |
4. Curriculum Framework
We follow the English National Curriculum as a framework — not a script. It sets clear expectations for knowledge, skills, and progression while allowing teachers flexibility to respond to individual pupils.
Structured Stages
Learning organised into defined stages, each building on the last.
Planned Progression
Knowledge revisited and deepened; gaps addressed early.
Beyond Academics
Independence, resilience, and responsibility alongside subject knowledge.
Local Context
Indonesian language, history, and culture woven throughout.
We nurture intellectual curiosity, the engine of real learning. Here, trial and error isn't failure; it's how children build the confidence to tackle whatever comes next.
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
Communication & Language
Listening, speaking, vocabulary, and confidence in expressing ideas
Physical Development
Gross and fine motor skills, coordination, balance, and self-care
Personal, Social & Emotional
Relationships, managing emotions, independence, and expectations
Literacy
Early reading, phonics, and writing
Mathematics
Number, counting, shape, and pattern
Understanding the World
People, places, nature, and culture
Expressive Arts & Design
Art, music, movement, imagination
Teaching and Assessment
Teaching combines child-initiated learning and adult-led activities. Teachers plan carefully structured environments that encourage exploration while providing focused teaching at appropriate moments. Assessment is continuous and observation-based — teachers regularly observe children as they play and interact, noting progress across all areas.
At the end of EYFS, teachers complete the EYFS Profile, summarising each child's development to support progression into Key Stage 1.
6. Key Stage 1
Ages 5–7
Educational Focus
Key Stage 1 marks the transition from early years into more formal education. Pupils develop the core skills and learning habits that underpin all later academic work.
Subjects Taught
Assessment
Assessment is ongoing — teachers assess through classwork, observation, and short tasks. Progress is monitored against age-related expectations in reading, writing, and mathematics, with standardised assessments used where appropriate.
7. Key Stage 2
Ages 7–11
Educational Focus
Key Stage 2 builds on the foundations established in the early and primary years, marking a significant step in academic depth and independence. Pupils develop greater fluency in core subjects, broader knowledge, and the ability to work with increasing focus and responsibility.
Subjects Taught
Developing Independence
Key Stage 2 places increasing emphasis on independent learning. Pupils are taught to organise their work, manage time, and take responsibility — developing concentration, following instructions, presenting work clearly, and reflecting on feedback.
Preparing for Secondary
Preparation for secondary education is a key focus of the later years. Pupils experience increasing expectations for independence, exposure to specialist teaching, and pastoral support to ensure a smooth transition.
8. Key Stage 3
Ages 11–14
Educational Focus
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 manage their learning with greater independence.
Subjects Taught
Assessment
Assessment is regular and purposeful — ongoing formative assessment, termly summative assessments in core subjects, written reports, and parent consultations. Progress data identifies pupils needing support or stretch.
Broad Curriculum
A broad curriculum is maintained throughout Key Stage 3 to avoid premature specialisation. Pupils study all major subject areas, discovering strengths and interests before specialising at GCSE.
Preparing for GCSE Choices
The later part of Key Stage 3 prepares pupils for GCSE subject choices through academic advice, discussion of subject demands, and support in identifying strengths, interests, and future goals.
9. Key Stage 4
Ages 14–16
GCSE-Level Study
Key Stage 4 is when 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. Courses are taught over two years with structured teaching aligned to examination specifications.
Subjects
Examination Structure
Assessment is primarily examination-based, with exams at the end of the two-year course. Some subjects include coursework or controlled assessment. Throughout Key Stage 4, pupils complete internal assessments mirroring examination conditions.
Supporting Students
The school provides structured academic and pastoral support — clear guidance on examination expectations and revision strategies, monitoring of workload and wellbeing, academic intervention where needed, and regular communication with parents.
10. Sixth Form
Ages 16–18
A Level Programme
The Sixth Form provides advanced, subject-focused education through A Level courses. Pupils typically study three or four subjects in depth, allowing for sustained focus and intellectual development. The environment encourages maturity, responsibility, and self-discipline — reflecting the transition towards adult learning.
Subject Choices
Subject choices are made carefully, based on GCSE performance, academic strengths, and future aspirations.
English & Humanities
English Literature, History, Geography
Mathematics
Mathematics, Further Mathematics
Sciences
Biology, Chemistry, Physics
Languages
French, Spanish, Mandarin
Creative
Art, Music, Drama
Social Sciences
Economics, Business, Psychology
Independent Learning
Independent learning is central to Sixth Form success. Pupils manage their time, meet deadlines, and take responsibility for their progress.
Preparation for University
Preparation for post-school pathways is a central focus. Pupils receive guidance on subject choices aligned with future study, application processes, personal statements, references, and interview preparation. By the end of Sixth Form, pupils are academically prepared and ready to move confidently into higher education.
11. Subject Spotlights
The core subjects — English, Mathematics, and Science — form the backbone of the curriculum from Early Years through to A-Levels. Here's how each develops across a child's journey at ISJ.
English
Mathematics
Science
12. Teaching and Learning
Teaching at ISJ is structured, purposeful, and focused on secure understanding. Lessons are carefully planned, expectations are clear, and pupils are supported to make steady progress.
In the Classroom
Teachers explain new content explicitly, model skills, and give pupils regular opportunities to practise. Lessons include clear objectives, direct teaching, guided and independent work, regular checking of understanding, and feedback that helps pupils improve.
Meeting Individual Needs
Differentiation
Adapting tasks, resources, pace, and support — without lowering expectations
Stretch & Challenge
Open-ended questions, reasoning tasks, and independent problem-solving
Intervention
Small-group or individual support when pupils need additional help
Enrichment
Co-curricular activities that extend and complement academic learning
13. Assessment and Progress
Assessment supports learning, measures attainment, and tracks progress over time. It provides reliable information for teachers, pupils, and parents.
Types of Assessment
Formative
Ongoing: questioning, observation, classwork, verbal and written feedback — used to adjust teaching and support
Summative
Planned points: end-of-unit tests, written assessments, internal exams — used to confirm attainment and report to parents
Standardised Benchmarking
GL Assessments are used at key points to compare pupil performance against age-based norms, support objective benchmarking, and identify patterns of strength or difficulty alongside teacher assessment.
Tracking Over Time
Attainment and progress are tracked systematically — monitoring against expectations, comparing with previous outcomes, informing teaching strategies, and guiding subject choices to ensure readiness for each next stage.
14. Reporting to Parents
Reporting gives parents clear, accurate information about attainment, progress, and next steps — supporting an informed partnership between home and school.
Written Reports
Subject-by-subject attainment, progress against expectations, teacher comments on strengths and development areas, guidance on next steps
Parent Consultations
Face-to-face meetings to discuss progress, learning behaviours, support or challenge, and preparation for transitions
Understanding Grades
Attainment indicators linked to age-related expectations, explained in plain terms so progress is clearly understood
15. Success for Every Student
Every pupil is supported to make appropriate academic and personal progress — identifying needs early, providing challenge for high attainers, and maintaining strong pastoral systems.
Learning Support
Additional assistance for pupils who need it, enabling them to work confidently alongside peers and make sustained progress
High Attainers
Appropriate academic challenge rather than acceleration alone — stretching pupils intellectually while maintaining balance and depth
Pastoral Care
Tutor support, clear routines, wellbeing monitoring, and communication between staff, pupils, and parents
16. Transitions and Continuity
Transitions are managed with care. We ensure pupils leave each stage well prepared, confident, and ready for the next phase — whether moving within ISJ, to another school, or into higher education.
Moving On from ISJ
The curriculum ensures continuity with British qualifications, supporting smooth transfer. Pupils are guided through subject choices to keep options open, with academic records and teacher insight providing a clear picture of attainment and readiness.
To Other Schools
Detailed academic records, references, and guidance to support applications and placement at UK independent or international schools
To University
Structured preparation for applications, personal statements, interviews, and entry requirements across different systems
Supporting Families
We recognise transitions involve wider family decisions. Clear communication and guidance support families as they plan next steps, with the school responsive to the particular needs of international families.
17. Frequently Asked Questions
Is the English National Curriculum followed strictly?
It's used as a framework, not a script — defining what is taught while allowing flexibility in delivery 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. Progress over time, rather than single results, is used.
Are pupils prepared for external examinations?
Yes. From Key Stage 4, teaching aligns closely to GCSE specifications, and in Sixth Form to A-Level specifications, with practice assessments and exam technique guidance.
When do pupils begin to choose subjects?
Subject choice begins formally at Key Stage 4 (GCSE options). Further specialisation takes place in Sixth Form through A-Level choices.
How are subject choices guided?
By prior attainment, teacher recommendation, and future aspirations — ensuring combinations are appropriate, balanced, and keep future options open.
Can subject choices affect future opportunities?
Yes. Choices at GCSE and A-Level can influence future study options. Guidance ensures pupils understand these implications before deciding.
How often will I receive information about my child's progress?
Written reports at scheduled points during the year, plus parent–teacher meetings to discuss progress in more detail.
What do grades or attainment indicators mean?
They show performance relative to age-related or course-specific expectations. Teachers provide explanation and context so progress is understood clearly.
What happens if concerns are identified?
Concerns are addressed promptly through additional support, monitoring, and communication with parents.
What destinations do pupils typically move on to?
UK independent schools, international schools, and universities in different countries.
How does the school support applications?
Guidance on subject pathways, preparation for applications, academic records and references, and advice on entry requirements and interviews.
Are qualifications recognised internationally?
Yes. The English National Curriculum is the most widely recognised curriculum by schools and universities internationally.
18. Glossary of Key Terms
Curriculum and assessment terminology used throughout this guide.
19. About This Guide
This guide represents a collaborative effort by ISJ's academic leadership team, drawing on decades of experience from some of the UK's most prestigious independent schools. It provides parents with complete transparency about what children learn, how they are taught, and how progress is measured.
Development & Authorship
Originally developed under Emma Webb, ISJ's Founding Head (formerly Queen's College London, now Founding Headmistress of Uppingham Cairo). Currently maintained by Eileen Fisher, Academic Director and Head of School.
Eileen Fisher, Academic Director
Qualifications: B.Ed/English (Hons), University of Chichester | QTS | Forest School & Beach School Practitioner | Qualified ISI Inspector (Compliance & Educational Quality) | PENTA Qualified BSO Inspector
Experience: Former Head of Prep School, Ipswich High School (GDST) for 10 years | Chair of Junior Heads' Committee, GDST | Founding Head, Craigclowan School Xi'an | Former Head of Junior School, British International School Cairo
Engelina Sutantio, Pembina (Head of National Curriculum)
Qualifications: Masters in Education, University of Pakuan
Role: Deputises for Academic Director; responsible for Indonesian Curriculum and Accreditation
Academic Team
Every teacher holds full UK Qualified Teacher Status (QTS) and has been selected from leading British independent schools.
Vivienne Withey
BA (Hons) Childhood & Youth Studies, PGCE Cambridge | QTS | Applied Behaviour Analysis trained
Irune Armentia Ruiz de Gauna
BL (Hons) Law, BA (Hons) Contemporary Photographic Arts, PGCE | QTS | Reggio Emilia trained
Melanie Harrison
BA (Hons) Primary Education, Specialist PGCert Primary Maths | QTS | Former Head of English, Kenton College Prep Kenya
William Harrison
BA (Hons), PGCE | QTS | Former Head of Mathematics, Kenton College Prep Kenya
Robyn Wilson
Bachelor Social Work, PGCE Witwatersrand | QTS | Former Managerial & Clinical Specialist
James Johnston
Law degree York, PGCE Bath Spa (Early Years) | QTS | Studying MA Special & Inclusive Education | Former SENCO Panama
Erik Boswinkel
BA Early Childhood Studies, Open University | QTS | Reggio Emilia specialist
Abigail Cakebread-Andrews
BA (Hons) French & History, PGCE, TEFL | QTS | Former teacher, British Columbia International School Bangkok
Nathaniel Clarke
MA Geography Glasgow, PGDE Aberdeen | QTS | Grade 8 Music Theatre Trinity | Former teacher, British International School Moscow
Jamie Brown
MSc Sport & Exercise, PGCE Teesside | QTS | Former PE teacher UAE & Myanmar
Quality Assurance
The guide is reviewed annually to align with UK independent school best practice and meet standards expected by BSO and ISI inspectors. ISJ's membership in The Schools Trust (UK Charity 1176052) provides additional oversight and access to curriculum experts across multiple countries.
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.