FAQ

Parents choose VIS Bali because we offer a strong balance of academic excellence and character development, supported by qualified and caring teachers in a safe, nurturing, and inclusive community. Our purposeful learning spaces and inquiry- and play-based approach ensure meaningful learning experiences, while preparing students with the skills they need for future education and life.

Cambridge and IB are both well-respected international curricula, but they differ in approach. The Cambridge curriculum is typically more subject-focused, with an emphasis on content mastery and examinations. In contrast, the IB framework (used by VIS) takes a more holistic, inquiry-based approach that develops not only academic knowledge but also critical thinking, international-mindedness, and strong character. IB students are encouraged to make real-world connections, take ownership of their learning, and build skills that prepare them for both higher education and life beyond the classroom.

In the PYP, assessment is mostly formative, meaning it takes place continuously through observations, class activities, projects, and student reflections. Teachers focus on understanding each child’s progress, providing feedback, and guiding next steps rather than relying on formal tests.

In the MYP, assessment is both formative and summative. Students are evaluated through a variety of tasks such as projects, presentations, and written work. This approach allows students to demonstrate their understanding in different ways while developing critical thinking and problem-solving skills. In addition, students’ complete key components such as the Service as Action (SA), which encourages them to apply their learning through meaningful community engagement, and the Personal Project in the final year, where they independently explore a topic of personal interest and demonstrate their skills in research, planning, and reflection.

In the Diploma Programme (DP), assessment is both internal and external, ensuring a balanced and internationally standardized evaluation of student achievement.

Students are assessed through internal assessments (IA), such as essays, investigations, oral presentations, and projects, which are graded by teachers and moderated by the IB. In addition, students complete external assessments, including final examinations and coursework that are marked by IB examiners worldwide.

Beyond subject assessments, students also complete the Extended Essay (EE), an independent research project, and Theory of Knowledge (TOK), which develops critical thinking skills. Along with Creativity, Activity, Service (CAS), these core components are essential parts of the DP experience.

VIS follows the International Baccalaureate (IB) framework, which uses a criteria-based assessment system rather than traditional percentage or ranking systems.

In the PYP, there are no formal grades, students receive descriptive feedback on their learning and development. In the MYP, students are assessed against four criteria (A–D), each with specific strands, and their performance is converted into a scale of 1 to 7. In the DP, students are also graded from 1 to 7 per subject through a combination of internal and external assessments, with up to 3 additional points from TOK and the Extended Essay, for a maximum score of 45.

Yes, homework is given at VIS, but it is purposeful and age-appropriate.

In the PYP, homework is minimal and often focuses on reading, reflection, or simple tasks that support classroom learning. In the MYP, students may have more regular homework to reinforce concepts, complete assignments, or prepare for assessments. In the DP, homework is more rigorous and independent, reflecting the demands of the programme and preparing students for university-level expectations.

Overall, homework at VIS is designed to support learning, build responsibility, and develop good study habits, rather than simply increase workload.

VIS offers a daycare program for Early Years students, available for an additional monthly fee.