Curriculum continuity
Compare support for IB, British, American and Australian school programmes in Bali. We help families understand curriculum differences and plan lessons around their current school or next educational step.

This hub is for families who need continuity across systems, not only support inside one school’s weekly timetable. We support the International Baccalaureate across PYP, MYP and the Diploma Programme; Cambridge Primary and Lower Secondary through to IGCSE and A-Level; and British-pattern, American and Australian programmes at primary and secondary level. Other curricula, including French, German, Montessori and national-plus programmes, are available on request, subject to tutor availability.
The American and Australian systems deserve a note, because families arriving from them often find the terminology unfamiliar. The United States has no national curriculum: high school diplomas are built from credits accumulated through continuous assessment rather than terminal examinations. Australia has a national curriculum developed by ACARA, with senior secondary certificates issued by each state and the ATAR, a percentile rank from 0 to 99.95, used for university selection.
Most families we help in this situation share one goal: the child should be able to walk back into their home system, or forward into the next school, without a visible seam. That is a planning problem, and it is solvable.
We start from the destination. Tell us the school or system your child will return to, and we map its expectations backwards: the topics that must be secure, the assessment style your child must be used to, and the evidence of progress worth keeping. The tutor then teaches to that map. That destination-first mapping is what separates this page from international school tutoring, where the current Bali school sets the week.
Families often find the same friction points when a child changes systems. Mathematics topics arrive in a different order. British-pattern schools separate biology, chemistry and physics earlier than American-pattern schools. Systems built on terminal examinations reward different habits from systems built on continuous assessment and coursework.
A few patterns are worth knowing. Moving into a credit-based American programme is usually the gentlest direction, because continuous assessment absorbs new arrivals. Moving from IGCSE into the IB Diploma is a common and generally smooth step. Switching mid-course in the final two years of school is the hardest, because components such as the IB’s internal assessments build cumulatively. Younger children, broadly under ten, adapt fastest.
None of this is a reason to worry; it is a reason to plan the join rather than hope for it. We treat the transition as a checklist: what the new curriculum assumes, what your child has, and what bridges the two.
Assessment starts with what you already have: recent reports, marked work, and the syllabus or scope-and-sequence documents from the school your child is leaving or joining. Where documents are thin, the first sessions include short diagnostic tasks across the core subjects.
From there we write the plan: the gaps to close, in what order, by when, and how you will know each is closed. The plan is shared with you in writing and revised honestly if the picture changes. Programme-deep teaching for IB or Cambridge then happens on those hubs once the map is clear.
Sessions take place at your home or villa, with travel arrangements confirmed in writing, or online when your family travels. Most students meet their tutor once or twice a week per subject, with short, marked practice between sessions.
After every session you receive a written note: what was covered, how your child responded, and what to reinforce before next time. Every four weeks a fuller progress summary arrives, set against the plan.
Tutoring is billed on the published rate card: Standard IDR 500,000 per hour for children, Advanced IDR 800,000 per hour for companies, and Master IDR 1,000,000 per hour for specialist teaching, depending on the level and the brief. Your written quote confirms travel arrangements and any additional cost for your address. The exact rate is confirmed in writing before the first session. See the pricing guide.
Tell us where your child is coming from, where they are heading, and the subjects that matter most. We reply within one working day. After the discovery call, we confirm tutor availability and the expected time for your written profile. If the first session is not right, tell us within 48 hours and we refund that session in full.
This is a common brief. Share the home school’s curriculum documents and we map our teaching to them, with written records you can present on re-entry.
Usually the one they will return to. Continuity beats novelty for a stay of a year or two. For longer stays, the answer depends on your plans, and we are happy to talk it through honestly.
Australian-curriculum support is available at primary and secondary level, subject to tutor availability. For senior students, tell us the state certificate your child is working towards, as each state issues its own.
Because American high school diplomas are credit-based, we pay particular attention to records: course descriptions, work samples and grades that a receiving school can credit.
We plan for the most likely destination and keep the work broad enough to transfer. Uncertainty is normal in a move; the plan can narrow when your plans do.
IB across PYP, MYP and DP, and Cambridge through to IGCSE and A-Level, are core briefs. See IB tutors and Cambridge IGCSE for programme-specific detail once continuity is mapped.
Sessions follow the published tiers on the pricing guide. The exact rate is confirmed in writing before booking.
WhatsApp +62 858 6969 6869 · info@privatetutoringbali.com · We reply within one working day.