2. Steve Jobs School, Amsterdam

Like the luminary whose name it bears, the Steve Jobs School does things differently. It aims to be the model for a new era that encourages children to find their passion through learning and exploration. Founded in Amsterdam, it now has branches in Belgium, the Netherlands, and one in South Africa.

All learning at the school is self-guided. Each child receives an iPad pre-loaded with educational applications and games, and is encouraged to choose what they want to learn and when, while coaches (they are not called teachers) offer guidance where necessary. This approach has been shown to increase focus and improve learning.

In addition to computer-based learning, the school also incorporates social skills into its training through collaborative projects with other children.

One of the most fascinating aspects of the Steve Jobs School model is the involvement of parents in their child’s learning. Parents meet coaches every six weeks to check on their child’s progress, and to be updated on his or her individual learning plan. Parents also use a personalised iPad application to track their child’s progress in real time with more useful details than the old fashioned report card or parent-teacher meetings.

4. Waldorf School of the Peninsula

The Waldorf School of the Peninsula might be located at the epicentre of technological innovation in Silicon Valley, USA, but it takes a very low-tech approach to education. Employees of technology leaders such as Apple, eBay, Google, and Yahoo send their children to this school where no monitor, tablet, or smartphone can be found.

The Waldorf School provides what it calls “renaissance education” by reducing the distractions of modern media to create a mental and physical space needed for creativity and innovation. These skills are highly valued by technology organisations. The Waldorf School believes that instead of relying on technology, a more traditional teacher figure that cares about the class and individual students is needed for a better learning environment.

All the school’s subjects are taught using arts, creativity, exploration, games, and projects. Storytelling plays a central role in the education model, while certain mathematical principles are taught through knitting, and languages are practised during games. Parents and teachers are not concerned about students lagging behind in technology education at all. They claim that technology is getting simpler and more intuitive every year, so it will be easy for the students to catch up when the need arises.

“What do you remember as a child in the classroom? It is usually field trips, getting your hands dirty in a lab, or a beautiful story. Those are the things that stay with you 50 years later,” says Beverly Amico, the school’s outreach leader.

The school aims to equip students with the abilities and skills to navigate a fast-changing world. Its focus on personalised learning allows students to take an active role in their own education while they apply new skills to projects and team-based learning.

2. Primary School (Nurture & Inspire)

In this highly supportive learning environment, primary school students are trained to be competent in maths and literacy. They are also taught entrepreneurial thinking through guided hands-on projects. These young minds are nurtured to become effective communicators and collaborators, empowered decision makers, and risk takers through environmental education, practical skills, and art.

The holistic approach engages the four intelligences — physical, emotional, intellectual and intra-personal. This is achieved through the Three Frames of Learning in open air classrooms that inspire students to connect with their environment, chase after adventure, and pursue their passions. These students will also build relationships, express creativity, and get dirty while having fun.

Click for Primary School Curriculum Overview

VIDEO: Green School Learning Neighbourhood (Primary School)

Or view the video on YouTube at:
https://www.youtube.com/watch?v=BHAtW7OUrDo

Also included in the curriculum are Special Activities that complement the learning and experience of the children, such as:

• The Footprints Project, which is a new Grade 5 project that is designed as a capstone experience to prepare students for the Grade 8 Quest and Grade 12 Green Stone projects.
• Helping Hands, in which students assist the school’s operations staff in the daily running of the school and tasks that range from preparing school lunches to sweeping and cleaning.
• Indonesian Language & Studies, where students learn about the Indonesian language and culture, as they form an important part of the Green School curriculum. Bali arts and culture also feature heavily in the school’s festivals and assemblies, and are taught as part of the Visual Arts and Performance Arts practical lessons.

4. High School (Lighting a Fire)

The high school syllabus aims to get the students out into the world so they can embrace their own personal learning journey that is not limited to the classroom, but instead becomes a lifelong process that can take place anywhere. The Green School’s perspective is that education is not the filling of a bucket, but the lighting of a fire.

Click for High School Curriculum Overview

VIDEO: Green School Learning Neighbourhood (High School)

Or view the video on YouTube at:
https://www.youtube.com/watch?v=QP0bisjMwMw

The programme has proven to be a resounding success – Green School graduates are achieving personal, academic, and professional success at universities and organisations around the world. The curriculum is complemented by Special Activities that enhance the learning and experience of the students, such as:

• Jalan-Jalan, which focus on experiences through physical, artistic, and environmental pursuits.
• Sport, where teachers lead at least two hours of sports time each week, to encourage physical activity and relationship-building outside of classroom settings.
• Green Stone, which is a Grade 12 capstone experience that culminates in a Ted Talk-style speech delivered to the community.
• Social Emotional Workshops, that include ‘Being a Grown-Up’, ‘Get a Life’, ‘Rites of Passage’, and ‘Risky Business’.

Green School, Bali – the innovative school made from bamboo by John Hardy (+ video)

450 students, 33 nationalities & 50 bamboo houses

John Hardy realized his vision by building the future-orientated Green School in Bali. It is impressive, not only the architecture, but also the concept behind it, is remarkable! Everyone would like to be a child again at Green School!

VIDEO: Green School, Bali – the innovative school made from bamboo by John Hardy

The “green” school is a non-profit, private and international school with a future-orientated concept, built sustainably from bamboo. Sustainability, conservation, education, community support and promoting the children’s individual talents, are the foremost priorities.

John Hardy, the Canadian jewellery designer, conservationist and visionary, first came to Bali in 1975 and together with the talented Balinese craftsmen he produced his famous jewellery. Here, he also met his future wife, Cynthia. Together they founded Green School in 2006.

When the time came for his children to go to school, there was no suitable school in the area, so he decided to build his own. Green School opened in 2008 with 90 students. Today there are 450 students from all over the world. Among them, there are also more than 30 Balinese students who qualified for scholarships.

“I wanted to stay in Bali, and I didn’t have anywhere to send the kids.” -John Hardy

With the construction of the school, he also wanted to show people how to build sustainably with bamboo and at the same time motivate the local communities to live sustainably. Bamboo grows quickly and by using it as a building material, the exploitation of the rainforests can be reduced.

Green School Tour

There is so much to tell about Green School! But it is best to have a look for yourself on a Green School Tour! (Admission fee USD 14)

“You have to visit Green School Bali to truly experience the uniqueness of such an inspiring, educational and architectural vision come to life.”

The water in Green School comes from the Ayung River and is cleaned in a water treatment plant. The people from the local community can also fetch water from here free of charge.

The pathways at Green School are more than just somewhat uneven, even though there are so many children running around, but there is a good reason behind that too!

“You have to be mindful where you’re going,” says John Hardy.

Every day, 500 students enjoy a fresh and healthy lunch. Almost 60% of the ingredients are cultivated in the Green School’s gardens. They grow rice, tomatoes, beans, sweet potatoes, cucumbers, potatoes, spinach, manioc, eggplant, cabbage, jackfruit and pumpkin.

Fresh eggs come from their own chickens. The kids also learn entrepreneurial skills. They buy chickens with their savings, feed them and sell the eggs at the local market.

The children are encouraged to be more curious, dedicated and passionate about the environment and in the fight to help save our planet.

To teach the community how to recycle, they are prompted to bring their garbage to the school. For 5 kg (2.2 lb) of garbage per month, their children can then attend free English lessons!

There is also plenty of fun. The mud pit is very popular with the children. “Mepantigan” is a form of Balinese martial arts. It also draws upon Balinese drama, fusing fighting with the performing arts.

Tanja, a former student at Green School, was our tour guide.

A community of learners making our world sustainable.

There is a maximum of 17 students in a class with three teachers.

The students even have their own pool in the river!

The Cathedral is the most significant building on the school grounds and was built within six months. Anyone who donates more than $100 to the school, can even have their names inscribed on one of the bamboo canes.

Sources: http://beautiful-places.de/en/green-school-bali-theinnovativeschoolmade-frombambooby-john-hardy/

Green School, Bali

Bird’s-eye view of Green School

A unique school in Bali was awarded ‘Greenest School on Earth’ status in 2012 by the Center for Green Schools. Here, learning about sustainability and green living goes hand in hand with studying more traditional subjects.

Some of the most innovative schools around the world are international schools. New, ambitious projects spring up, attracting interest from parents and pupils from all over the world, creating globally aware, diverse and interesting places of learning.

The Green School in Bali is a perfect example of this. Some families moved to Bali specifically so their children can enjoy the unique education Green School offers, while local children make up a proportion of the students and also benefit from the school’s approach.

Established by John and Cynthia Hardy in 2008, Green School Bali is breathtaking to look at. The school is set in 20 acres of verdant garden, hidden in the jungle and bisected by the Ayung River. It consists of two dozen buildings built from giant bamboo poles.

There are no walls and there is no air-conditioning, just gracefully arched roofs, concrete floors and bamboo furniture. From its bamboo swimming pools to its home-grown lunches, every aspect of Green School Bali is a model of sustainability.

“Being at one with nature has a huge and positive impact on our students’ learning,” the school says.

There is also a computer lab, a well-stocked library and an array of courses drawn from an internationally-recognised curriculum which is taught in English. The school caters to nearly 400 children from 32 countries. Pupils study traditional subjects like maths, grammar, science, business studies, drama and Bahasa Indonesia, the country’s official language.

The aim of the school is not only to provide a traditional education to children but to incorporate sustainable and environmental learning as well.

“It aims to raise a generation of children who are more aware of the environmental issues we face globally. We encourage green entrepreneurial skills from a young age in both the pupils and local communities.”

Inspired learning in classrooms without walls

Green School Class Room

Children at Green School are as likely to be learning biology by spending time working in the school garden and looking after the school buffalo, or studying geographical topics on the banks of the river which flows through the campus, as they are to be learning in a classroom using books and paper.

“Being at one with nature has a huge and positive impact on our students’ learning process. It positively affects the quality of their relationships, the way that people conduct themselves and behave with sensitivity to each other and it helps those youngsters who are easily distracted in conventional classrooms to focus much more on their tasks,” says John.

Among the many activities which complement the academic learning at Green School, students get involved in creating community-based solutions to big challenges through the Roots and Shoots programme. This involves mapping their community to identify specific challenges their neighbourhoods face; prioritising the problems, developing a solution to each one, and taking action. Projects like this, John believes, are what provide an essential extra strand to the children’s education.

“An education at Green School is preparation for our Green leaders of tomorrow,” says Hardy. “Our students will be a confident generation that wants to, and can make a difference.”

A Parent’s Perspective

Marta Kaltreider has three children currently at Green School. She describes learning more about the school’s programme called Kul-Kul Connection which develops relations with the local community.

“We attended the Kul-Kul Connection Ramah Tamah [welcoming] celebration and found it to be truly inspirational.

Ever since we found out about Green School we have been hearing snippets about Kul-Kul Connection, but it wasn’t until the Ramah Tamah celebration that we realised its importance. Kul-Kul Connection goes beyond providing English lessons and after-school activities to Balinese children. It strives to achieve integration between the local community and the Green School community so we can all work cooperatively to turn Sibang Kaja into the greenest village in Bali.

Through learning activities such as plays, field trips, music and involvement in green initiatives in Bali and beyond (Bio Bus, Bye Bye Plastic Bags, Trash Walks and Kul-Kul Farms just to mention a few), Kul-Kul Connection is building a community with strong ties to the environment. It encourages younger generations to be aware of how they can make a difference and solve the challenges of living a sustainable life.

It was empowering and inspiring to see Green School teachers, staff and parents working together and supporting the local kids who so proudly performed, spoke and danced for us, their community to share all the lessons that they have learned. Their sense of belonging, the pride of their acquired skills and knowledge, and the will to turn Sibang Kaja into a role model of green living was incredibly inspirational.”

Source: https://www.wintersschoolfinder.com/articles/green-school-bali/

Welcome to the jungle: The Bali school attracting wealthy Western families

Everyone from rap stars to doctors is enrolling their children in Bali’s Green School, where a focus on self-sustainability is designed to equip students for the uncertain future.

The morning school runs, at first glance, like any number of affluent, socially progressive, private-school runs the world over. There are lithe yoga mums, dads with beards and the occasional man bun, kids with Lionel Messi soccer jerseys and top-heavy backpacks. There are hurried embraces and pods of parents, takeaway lattes in hand, swapping info and gossip. This boisterous procession – from filing past the guard to the mass exodus when the bell sounds – takes 10 minutes before calm descends.

But at Bali’s Green School, if you look past the familiarities of this ritual, incongruities begin to emerge, as in a spot-the-differences puzzle from a child’s workbook. First, that bell is a gong. Second, there is the incontrovertible fact that the school is in the jungle: some eight hectares of rolling terrain abutting the Ayung (Bali’s longest river) in the district of Abiansemal, about half an hour south-west from the island’s cultural capital, Ubud.

Students walk across Green School’s Millennium Bridge, which was built of bamboo in 2011 and straddles the Ayung River. CREDIT: JEREMY PIPER

Then there’s the fact that almost all of the structures – even the basketball backboards – are made of bamboo. These are no simple huts, but grand, occasionally towering, wall-less structures, graceful and whimsical, that resemble a scene right out The Lord of the Rings. Sometimes, during the rainy season, the rain falls so hard on the roof that the teachers (prefaced with the Indonesian honorific Pak or Ibu) temporarily halt lessons because they cannot be heard.

Shoes are optional. Students read from a well-stocked (if mildew prone) library; they build bridges and bamboo bikes – as well as the school playground.

While another school might employ the word “green” in the context of its environmental design or recycling efforts, this place takes green to another level. Instead of four-wheel-drives, kids might show up in used-cooking-oil-fuelled Bio Buses (another project led by students, one of whom represented Indonesia at the 2017 Miss World pageant). School lunch is cooked with sawdust fuel from a local bamboo farm and served on ingka, straw baskets with compostable banana-leaf linings. There is a menagerie of rabbits, pigs and chickens. The year 4 students took out a loan to buy the chickens and now raise them and sell their eggs, in a typically immersive Green School introduction to economics. There’s a food-generating aquaponics facility and an aviary for the endangered Bali starling.

There is the occasional snake – the music teacher found a bright-green viper under the mixing board one morning – but there’s a “snake man” who can be summoned to remove particularly dangerous ones. A mud pit, not far from the kindergarten, is for mepantigan, a Balinese martial art, often practised in nearby rice fields. Even after the kids have gone to class, one still finds surprising numbers of parents milling about, enticed by the open-air cafe (the best coffee for miles), the biweekly on-site farmers’ market or the chocolate-matcha macaroons at Living Food Lab, a raw restaurant run by a Finnish school parent. Not to mention the Wi-Fi.

The school garden generates food that is sold at its on-site farmer’s market. CREDIT: JEREMY PIPER

And, on a day like the one on which I arrive, there’s a rare Balinese ceremony. Today is the first day of resi gana, a purifying ritual (celebrated every 25 years) for the land upon which the school sits. The teachers, rather than wearing their customary shorts and T-shirts, are in sarongs. Holy men and Balinese royalty have been invited.

One element of resi gana – and here, in a fascinating estuarial swirl of cultures, is where the norms of a progressive educational institution meet Bali’s uniquely animistic strain of Hinduism – involves animal sacrifice. “They don’t teach you this in administrative school,” says Leslie Medema, a straightforward South Dakota native who heads the school. Through some diplomacy, she was able to arrange for the actual sacrifices to occur off campus.

In the library, I see a book from the Choose Your Own Adventure series; it seems the best way to describe what is happening all around. As another American, Melinda Chickering, the school’s academic adviser, tells me, “This isn’t for everyone. Some kids are super sensitive. There’s a lot of sound, a lot of colour, there are animals. There are a lot of variables here.”

The school’s principal, Leslie Medema. CREDIT: JEREMY PIPER

Heather Blair, a 2016 Green School graduate now at university in New York, says that when she used to lead tours of the school, “people couldn’t even comprehend that it was a school in front of them”. Like visitors to a temple, she says, they would take pictures.

But the element that truly distinguishes Green School is its very premise. Begun a decade ago by John and Cynthia Hardy, jewellery designers and long-time Bali residents, it was intended to do nothing less than create a future generation of “green leaders”, even as it would defy – in form and function – what we know as school itself.

In a much-viewed 2010 TED Talk, John Hardy, clad in sarong and sandals, speaks passionately about his own early troubles as a student (owing, in part, to his undiagnosed dyslexia) and how his school differs from a traditional educational institute. That talk and word of mouth, has lured more than one parent to Bali from as far afield as Malibu, Budapest and São Paulo.

“We’re trying to work out how you educate for a life in 20 years’ time: what are the skills our daughter might need and where do you get them?” – Alan Fleischmann, parent

The Green School is not simply the default option, as it is with other international schools, for expat families employed by nearby multinationals. Today, its student body consisting of 435 students, from pre-school to high school, across 35 nationalities has more than quadrupled from its original size. The school has become a sort of bamboo beacon, a pilgrimage site for progressive educators, a stop for global luminaries from former UN secretary-general Ban Ki-moon to primatologist Jane Goodall. “We’re the little school in the jungle that got big,” Medema says.

The Green School’s popularity offers the provocative suggestion that the next generation of leaders does not necessarily require maths, literature or history – though the school teaches those, too – but a wider set of tools. These tools range from adaptability to teamwork to problem-solving skills that flourish under constraint. They will prove useful in a world whose resources continue to diminish.

It is a school meant to do more than merely prepare students for university. It equips them with survival skills for an unknown new world, in which proficiency with alternative fuels and sustainable building practices – and the experience of living in a non-traditional, unpredictable environment – might be more useful benchmarks than ATAR scores.

For all its idealistic trappings, Green School was founded, initially, on a pragmatic concern. “I wanted to stay in Bali,” John Hardy tells me, “and I didn’t have anywhere to send the kids.” John, who grew up in Canada, moved to Ubud in 1975. He met California native Cynthia in Bali in the 1980s, and their two daughters attended Green School. (Hardy’s other two children, from a previous marriage, were too old to attend by the time the school was founded, though his eldest, Elora, has a Bali-based company that specialises in building with bamboo and helped design several structures at the school.)

A campus game of soccer; to create its curriculum, the school has cherry-picked from education systems globally. CREDIT: JEREMY PIPER

The local Balinese schools were all about learning “by rote”, he says; at the other end, the traditional expat-driven international schools were a “monoculture” of privilege. The Hardys enlisted local friends and acquaintances, along with some international recruits, and in 2008, Green School was born.

It is not hard to see in John and Cynthia something of the spirit of Rudolf Steiner – the polymathic, charismatic Austrian whose principles formed the school he created in 1919 called Waldorf-Astoria. The name lives on in more than 1000 Waldorf schools worldwide.

While the Hardys abandoned the idea of starting a Steiner school because of its excessive dogma, the influence remains. It is evident in the Green School’s emphasis on “holistic” (non-academic) development and “experiential” learning, and also in highlighting the aesthetics of the classroom. Steiner once called the schoolroom a “veritably barbaric environment”.

Kate Druhan, a pragmatic former human resources manager who chairs the school’s board of management says the school has cherry-picked its curriculum – a dose of Australia here, some International Baccalaureate there, with a dash of Singapore Maths for good measure – and stresses what she calls “integrated thematics” across the subjects. For example, when learning about ancient Egypt, students will explore its history, but they might also use the pyramids to study geometry. But what most distinguishes Green School from other expat-driven international schools found the world over is its strong connection to the local community and its emphasis on doing.

“At most schools,” Medema says, “you learn about making a bridge in a book. At progressive schools, you maybe make it out of matchsticks or carve it out of soap. At Green School, you actually just go and make it.”

That the school’s model is still in flux may be in the very nature of progressive education, which defies pedagogy as well as current society itself. It is not always clear what that means; as Druhan prefers the word “progressive” to “alternative”, because “you can go in all kinds of directions.”

With technology, for example, Medema says, “a lot of parents will come here thinking, ‘I don’t want my kid near any wires – I thought Green School was zero tech.’ ” Another group, she continues, wants facilities that are top-notch, “but in the jungle.”

Students take music lessons in an open classroom environment at the Green School. CREDIT: JEREMY PIPER

Ambitiously idealistic experiments often collapse under the weight of their own internal contradictions, and it is certainly possible to find these at Green School. Here are mostly Western, affluent families, many of them temporarily abandoning their comfortable lives for a metaphysical gap year of voluntary simplicity (or life rebalancing or spiritual reawakening) in an exotic stage-setting, at a school whose annual tuition (roughly $19,000 per annum for a year 6 student) is far beyond the reach of the average Bali local. Hardy’s original vision of having at least 20 per cent of the school comprised of Balinese scholarship students was, Druhan notes, easier to scale when the school had 90 students. Today, about 9 per cent of the student body are on scholarships.

Still, as much as any parent who’s unsure whether his or her child is getting the best education (in other words, all parents), I surveyed with envy the kids merrily clambering down jungle paths, the river gurgling in the background and the colourful shrines bedecking the hillsides, thinking grimly of my daughter encased in her sealed window public school building, shunted to the school gym to watch movies on days with a little bit of bad weather.

Faced with a problem involving the school’s hydropower system, the students are working with masters’ students from Germany’s University of Cologne to design and build a new system that will combine solar and hydro power. On sunny days, surplus solar power will pump river water up to a holding tank. On cloudy days, that water will be released downhill, powering a turbine.

Green School’s students scuba-dive with the University of Queensland’s CoralWatch project and spend summers as oil-rig hounding “kayaktivists” and attending UN climate conferences; they start fashion companies like Nalu (which dedicates a portion of sales to help children buy school uniforms in India and Indonesia) and lobby the Balinese government to reduce the scourge of plastic bags on the island. “They really do want kids to go off and change the world, as clichéd as that sounds,” says former student Heather Blair.

But even amid this backdrop of plucky inventiveness and rational reuse, this armature of sustainable skills, is there not only an impulse toward betterment but a small whiff of dystopia: a prep school prepping for a world that is increasingly out of whack? Is the old paradigm really over?

According to Green School parents I speak to, it is. A variety of “digital nomads”, early retirees, mid-career rebooters and Steiner evangelists, they speak of being on a shared mission. Regan Williams, who first enrolled as a boarding student , inspired the rest of her family to come over from California. Her father, Rob Williams, says over email, “the families are bonded by the fact you have to be a little nuts to move to the middle of the jungle in Bali … Everyone is sweaty and has bug bites … Our kids are challenged, engaged and happy.”

Alan Fleischmann, a retired doctor from Minnesota, tells me over beers one night that he and wife Kara chose Green School for their six-year-old daughter after an exhaustive global search: “We’re trying to work out how you educate for a life in 20 years’ time: what are the skills she might need, and where do you get them?”

This being Bali, other factors entered the decision-making process as well. He and his “witchy” wife, as he lovingly terms her, tuned in to Bali, and received a portent of sorts. “You can argue it’s coincidence, but we had a dramatic indication that Mother Bali wanted us here.” As for his daughter’s education, Fleischmann considers skills like memorisation largely useless. “I’ve never studied tropical medicine,” he says, though he is often pressed to consult in Bali. “Fifteen minutes on my phone and I know as much as anyone.” At Green School, he says, he sees examples of “project-based management” – “how do you get through something using critical thinking. All that emphasis is not found in a lot of other places.”

The main building of the school, created primarily from local bamboo. CREDIT: JEREMY PIPER

Many families, Medema says, come on holidays and end up staying for the education. Michael Diamond, aka Mike D. of the Beastie Boys, who enrolled his two sons (Davis, 15, and Skyler, 13) last year (he and his ex-wife take turns living in Bali), first visited the school at the insistence of Skyler, whose friend had recently enrolled. Diamond was struck by how different it felt from the “traditional boarding school model – you go here because your grandfather went here and then you’re going to go to Yale and then work at this law firm and charge people $US500 an hour to argue about nothing.”

The sense I get from many Green School parents, echoing the school’s idea of nurturing and developing the whole student, is not only the hope that the school will help make their children better citizens, but will leave them better placed to navigate a world in which values and norms are changing. That the old school model might be lacking is not necessarily a progressive thought; the head of Manhattan’s elite Trinity School recently warned in a letter to parents that his institution is in danger of becoming a “credentialing factory”, helping to produce a “cognitive elite that is self-serving, callous and spiritually barren”.

When I asked Druhan if she can sum up Green School in one moment, she pauses. One of her strongest memories is of when her young son was doing the “rice thematic”– rice being of central economic and cultural import in Bali. His class had gone out in the fields to learn how to grow rice. He raved about the farmer. “He said, ‘Mum, he’s like a scientist! He has so much knowledge, and he doesn’t have even any instruments.’ ” The students went on not only to harvest the rice, but to cook an elaborate dinner in an underground fire pit, which they served to the farmers, parents and teachers. “That was everything that’s good about Green School in one moment: The hands-on learning, the respect for school values, the connection to the community.”

As a tear brims, she changes tack. “Then there are other moments,” she says, with a wry smile. “I sat down with my coffee the other day and there were six parents talking about what the best coffee enema was – exactly how it works and the condition of how it came out. I thought, ‘Well, that’s only at Green School.’ ”

Source: https://www.smh.com.au/lifestyle/welcome-to-the-jungle-the-bali-school-attracting-wealthy-western-families-20180117-h0jri9.html