Glossary: Common Terms in International Education

A concise reference for families navigating Jakarta’s international-school landscape.

The vocabulary of international education can feel opaque to parents arriving in Jakarta. Schools draw terminology from the British, IB, American and Australian systems, and then adapt those terms again to Indonesia’s regulatory environment. The result is a lexicon that looks familiar but often means something quite different in practice. This glossary brings together the terms that matter most for parents comparing curricula, reading school reports, or interpreting admissions information in a city where no single standard prevails.

"Because the city’s geography often limits spontaneous after-school play, co-curricular programmes tend to carry more weight here than in suburban environments elsewhere."

Accreditation

The formal process through which an external body evaluates a school’s quality. In Jakarta, the most common accreditors for international schools include CIS, WASC, NEASC and Cambridge International. Accreditation sits alongside Indonesian licensing (SPK status), which permits schools to offer a foreign curriculum legally. Parents often confuse accreditation with reputation; the two do not always align.

Assessment (Formative / Summative)

Formative assessment refers to the day-to-day checks teachers use to understand how well pupils have grasped ideas. Summative assessments are end-unit or end-year tests. In international schools, these two categories blur: high-performing British schools typically embed frequent low-stakes quizzes to track understanding, while IB schools lean more on portfolios and teacher-moderated tasks. Both approaches coexist in Jakarta, creating differences in reporting formats that can surprise relocating families.

British Curriculum (EYFS / Key Stages)

The most widely used international curriculum in South Jakarta. It begins with the Early Years Foundation Stage (EYFS, ages 2–5) and progresses through Key Stages 1–3. What distinguishes the British pathway is its structured progression in reading, phonics, mathematics and writing. Schools follow Department for Education standards, but adapt them to fit Jakarta’s context, class sizes and linguistic diversity.

"The vocabulary of international education can feel opaque... A school may be accredited internationally yet still lack SPK approval, or vice versa; both matter, but in different ways."

Co-Curricular Programme (CCAs / ECAs)

Activities beyond the academic timetable. In Jakarta, these range from Bahasa Indonesia lessons and robotics clubs to swimming, performing arts and competitive sport. Because the city’s geography often limits spontaneous after-school play, co-curricular programmes tend to carry more weight here than in suburban environments elsewhere.

Differentiation

A teaching approach that adjusts instruction to match pupils’ readiness levels, interests and prior learning. In practice, differentiation in Jakarta’s international schools often takes the form of guided reading groups, tiered maths tasks, and scaffolded writing models for EAL learners. The term is sometimes deployed loosely; parents should ask how differentiation is implemented rather than accepting it as a generic promise.

EAL (English as an Additional Language)

A significant proportion of pupils in Jakarta’s international schools learn English alongside one or more home languages. EAL provision may include targeted vocabulary teaching, small-group instruction, and additional reading support. The quality varies widely; strong schools integrate EAL into mainstream teaching rather than treating it as a bolt-on intervention.

Early Years (Nursery, Pre-K, Reception)

Education for children aged roughly 2–5. British schools in Jakarta use EYFS, which emphasises language development, early phonics, social-emotional routines and structured play. The international mix of pupils means spoken language develops unevenly across languages, requiring teachers skilled in supporting multilingual environments.

External Benchmarking (GL, MAP, Cambridge Checkpoint)

Tests that compare pupil performance to a large international cohort. In Jakarta, GL Education tests are common in British schools, while some IB-leaning schools use MAP. These assessments help schools understand whether pupils are progressing at a typical rate for their age, regardless of curriculum.

Inquiry-Based Learning (IB PYP)

A pedagogical approach emphasised in IB Primary Years Programme schools. Pupils explore concepts through questions, investigations and projects. In practice, Jakarta schools combine inquiry with structured teaching in literacy and maths to ensure progression is not left to chance.

International Baccalaureate (PYP / MYP / DP)

A three-part system used by many schools in Jakarta. The PYP (ages 3–11) focuses on inquiry and transdisciplinary learning. The MYP (ages 11–16) introduces discipline-specific skills. The DP (ages 16–18) remains a common university-entry qualification. Differences in teacher training and school resources lead to considerable variation in delivery across the city.

Key Stage

British curriculum phase boundaries. Key Stage 1 corresponds roughly to Grades 1–2, Key Stage 2 to Grades 3–6, and Key Stage 3 to Grades 7–9. Parents arriving from the US or IB systems often misinterpret these stages as ability groupings; they are simply age-based divisions.

Norm-Referenced Assessment

A test where a pupil’s score is compared to an age-matched population. GL’s Standard Age Score (SAS) is an example. Jakarta’s transient community finds norm-referencing useful because it provides continuity when families move between countries or curricula.

Pastoral Care

The systems schools use to support pupils’ wellbeing. In Jakarta, pastoral care often covers friendships, digital behaviour, transition challenges and cultural adjustment. Strong pastoral systems include advisory groups, structured wellbeing programmes and proactive communication with families.

Phonics

A method of teaching early reading by connecting sounds with letters. British schools in Jakarta typically use synthetic phonics programmes aligned with UK practice. Because many children here speak multiple languages, phonics instruction requires careful pacing to build secure sound–symbol correspondence.

School Licensing

The legal requirement for international schools in Indonesia. SPK (Satuan Pendidikan Kerjasama) status allows a school to offer a foreign curriculum. A school may be accredited internationally yet still lack SPK approval, or vice versa; both matter, but in different ways.

SEL (Social and Emotional Learning)

Teaching that helps children manage emotions, build relationships and develop resilience. Jakarta’s dense urban environment and frequent mobility heighten the importance of SEL, especially for children navigating multiple languages and cultural expectations.

Transition (Academic / Pastoral)

The period when pupils move between year groups, schools or countries. International schools in Jakarta devote significant attention to transitions because families join and leave throughout the year. Strong practice includes baseline assessments, parent briefings and targeted support for EAL learners.

Whole-School Curriculum Map

A long-term plan showing how skills and knowledge develop year by year. Parents rarely request this document, but it provides clarity on sequencing—particularly where subjects such as science and humanities differ across systems.