Resources
Moving countries or curricula mid-course raises the same questions: what transfers, where gaps appear, and which records to bring. These guides answer them system by system.
Children arriving from England's key stages usually slot into a Cambridge or IB school cleanly, but the mapping is not one-to-one: GCSE years become IGCSE years, and the reformed English A-Level differs from the international AS and A2 model Bali schools use. The UK-move guide maps year groups, qualifications and the points where families most often find gaps.
Australian families meet a different set of translations: state certificates and the ATAR (Australian Tertiary Admission Rank, a percentile rank rather than a mark) on one side, IGCSE and IB grades on the other. The Australia-move guide explains what carries over and what needs bridging.
Mid-year moves are common in Bali and harder than September starts: topics land out of sequence, friendship groups are formed, and assessment calendars are already running. The mid-year guide covers how to keep continuity through the first term.
The single most useful thing a moving family can pack is paperwork: reports, samples of work, reading levels and any support plans. The records guide lists what to request before you leave and why each piece matters at the other end, and the downloadable checklist turns it into a to-do list.
Families who move between systems commonly report the same friction points. These are practitioner observations rather than research findings, but they recur often enough to plan around: mathematics topics are sequenced differently between systems, so a child can meet the same idea twice or not at all; British-pattern schools separate the sciences earlier than US-pattern schools; and switching programme during the final two years is the hardest move, because components such as IB internal assessments build up over time. Younger children generally adapt faster than teenagers.
| Transition point | What families commonly report | What helps |
|---|---|---|
| Mathematics | Topic order differs between systems; assumed foundations vary | A gap check against the new syllabus before or at arrival |
| Sciences | British-pattern schools teach biology, chemistry and physics separately earlier | Catch-up on the separated strands the new school assumes |
| Years 12 and 13 | Mid-programme moves are very difficult; IB coursework is cumulative | Avoid where possible; if unavoidable, plan with both schools early |
| Primary years | Younger children generally adapt faster | Routines, reading and number sense carried across the move |
Tutoring is most useful in the seam between systems: a short, targeted programme that tests what the new syllabus assumes, closes the specific gaps, and hands the child back to the classroom level rather than behind. Each guide in this section says where that support fits and where it is not needed.
Four system-level guides and one checklist to download.
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