“Educating young people for their future, fully, courageously, and with care, is our reason for being”  
Benjamin Freud, Head of Upper School

We are here to educate - better. And we love it.

There is nothing more rewarding than growing a community of learners who can think deeply, act responsibly, and care for the world they are inheriting. As an international community, we understand both the beauty and complexity of raising children in a changing world and we take that responsibility seriously.

What follows is important and helpful information on how we are reshaping education in relation to the realities and opportunities of our time - drawing on our experience, evidence, expertise and listening closely to our community. It's important and helpful to take some time to familiarise yourself with our teaching and learning approach, language, and terminology. From our overarching curriculum framework to the learning experience your child will have, we want to start from a clear position of shared expectations.

A Regenerative Education

As your child grows in a world shaped by rapid change, uncertainty, interconnection, and new opportunities, they will need to be adaptable, have good judgment, and the capacity to keep learning over time. Over the past two years, we have been preparing for our next phase of growth with this future firmly in mind.

Sustainability remains important, but on its own, it is not enough. Using less and harming less cannot be the end goal when your child is growing into a world that demands imagination, care, and reciprocity.

Our direction is regenerative education: learning that mirrors how nature learns - relational, adaptive, and responsive to place and moment.

Regenerative education is not a subject, nor is it only about the natural world. It is an approach to learning and life.

It draws on the sciences, humanities, arts, design, and technology to help your child understand living systems, work with uncertainty, and engage meaningfully with the world they inhabit. Through real situations and multiple disciplines, they build strong academic foundations alongside the judgment, responsibility, and care needed to step into their power and make a difference.

Here is some related reading you may find interesting and relevant: UNESCO Reimaging Our Futures Together: A New Social Contract for Education, the OECD Education 2030-2040 Report or the World Economic Forum’s Future of Jobs Report.

The Green Literacies Framework

“The central point with all this is that students don’t just learn about the world, they learn through it.” Pak Dan

All learning across the School is organised around core Green ‘Literacies’. To help us understand what this means, let’s clarify that the term ‘literacy’ refers to the broad concept of fluency and meaning-making, whatever the domain. Mathematical, scientific, digital, language, ecological, visual, and cultural literacies are equally valid.

It’s about being able to understand, interpret, communicate, and apply knowledge effectively in context.

So when we refer to Green Literacies, we are talking about students learning the languages of the world - numbers, data, stories, systems, design, nature, culture, etc. And becoming fluent enough to use those languages well, not just recognise them.

This is a shared and integrated approach to teaching essential skills, knowledge, and capabilities. By learning them in real-world contexts, judgment, responsibility, and relevance matter.

This means we minimise teaching skills entirely in isolation. Students still have dedicated time for focused, specialist instruction for classes including math and English. Through the Green Literacies Framework, these skills are also intentionally integrated into real-world learning, ensuring strong foundations while making learning more relevant and connected to how knowledge is used beyond school.

So students might learn:

• how to analyse data through climate change

• how to communicate clearly through storytelling, presentations, or community projects

• how to think critically through real problems they care about

What makes it different?

• The same core literacies are developed from early years to graduation, building depth and confidence over time

• Skills are connected across subjects, not boxed into silos

• There are clear expectations for students and multiple ways to demonstrate learning

• Learning is designed to be useful, transferable, and essential beyond school and for the future

A teacher unit planner supports intentional design, coherence, and depth, while maintaining flexibility and creativity. This tool ensures Green Literacies are layered, cross-connected, and coherently planned across subjects, reflecting the interconnected nature of the real world.

Choice with guidance

We are committed to student choice, scaffolded with structure and care. As our partners supporting student choice, we know this can sometimes be challenging for parents. We cannot always tell you what your child’s specific learning journey will look like one year ahead or even one semester ahead. Individual and whole class/group choice is part of the magic and is designed with intention. Self-awareness, confidence and agency are able to shine.

As children grow, responsibility is gradually transferred, supporting independence, adaptability, and lifelong learning.

Technology and AI in learning

Technology and AI in Learning

Human-first. Values-led. Future-ready.

We believe technology and AI as powerful tools, and we are clear that they are not the point of education.

As AI becomes embedded across industries, the capabilities that will matter most are deeply human: thinking critically, communicating clearly, working well with others, and continuing to learn as the world changes. Even global frameworks like the OECD’s Learning Compass now highlight agency, wellbeing, and broader competencies rather than content recall alone.

Many schools and universities are grappling with the reality of teachers using AI to set work and assess work and students using AI to complete work. This moment in time reinforces our long-standing commitment to assessment that demonstrates impact, not just output. Students show what they know and can do through multiple, human-centred ways. This includes applying skills, values, and knowledge in real contexts, explaining their thinking, collaborating, creating, and contributing meaningfully.

Students learn what AI cannot replace, so they might thrive with it and beyond it.

What we believe AI is for (and not for):

We use technology and AI to enhance learning, not bypass it. AI can support:

• better questioning, research, iteration, prototyping, and feedback

• accessibility and multilingual support

• creativity, extending thinking, and exploration of multiple perspectives

• teacher efficiency in planning and differentiation (with guardrails)

What we believe AI must not become:

• a shortcut that offloads thinking, originality, or skill development

• a substitute for relationships, dialogue, lived experience, or reflection

• a replacement for student voice, authorship, or integrity

• an irresponsible threat to the environment and the living world.

This information lets you know our broad position and approach. As we move forward, we keep our community updated on the guidance, guardrails and opportunities AI offers as a learning and partner, not a learning shortcut.

Transitions: Moving between learning systems

Transitions are a natural part of schooling. Whether a student is moving between schools, countries, or education systems, change brings differences in scope and sequence, pedagogical approaches, assessment practices, and learning environments.

Moving into or out of Green School Bali is also a transition, not because learning here is harder or easier, but because it is designed differently. Our learning system is integrated, inquiry-driven, and grounded in real-world contexts, which can feel unfamiliar at first to students coming from more linear or standardised models, or to those returning to them.

What matters most is not that learning looks the same everywhere, but that students develop the skills to adapt thoughtfully.

Being part of an international learning community and our approaches to learning strengthen this capacity. Our students learn to communicate clearly across cultures, collaborate with peers from diverse backgrounds, think critically, and approach new experiences with curiosity and confidence. They become comfortable navigating differences, asking questions, and trying new ways of learning.

These qualities support students through transitions, within Green School, beyond it, and into future learning and life pathways. Change becomes something they can meet with agency, rather than something to fear.