The education we provide aims to equip students with the skills and competencies required to flourish in life and prosper within a future labour market. During a period of rapid change in an increasingly globalised environment, we strive to reduce the gap between the skills people learn and the skills people will need to flourish in society.
The curriculum at BISP scaffolds the learning experience for students in an adaptive and responsive way. Our curriculum pathway, and the way in which teaching and learning are facilitated, incorporates higher-order thinking skills, multiple intelligences, technology and multimedia, and multiple literacies of the 21st century.
Such skills and competencies, and an authentic focus on social and emotional aspects of learning, encapsulate a BISP education.
We know students thrive academically by the excellent outcomes that they attain – our examination results are an example of this. However, the process of learning is equally as important as the outcome, and students are encouraged to reflect on their own approaches and attitudes towards learning in a process known as ‘metacognition – or thinking about thinking.
The craft of effective teaching and learning is intentionally shared widely within our community. Indeed the Secondary School has a collaborative approach to sharing best practices, where staff learn from each other, thereby aligning and improving pedagogical approaches for the benefit of our students. Our learning community at BISP is one characterized by a real sense of belonging, and an authentic interdependence between staff and students alike.
A happy child is invariably a child who will flourish academically, personally and socially. Our educational programme integrates a wrap-around pastoral care system, that encourages all students to ‘engage, relate and shine’ within the school community. We believe that positive school culture is built upon positive relationships and that a strengths-based approach can enhance student wellbeing, happiness and, by association, academic attainment. Our staff implement strengths-based interventions through positive reinforcement to nurture a growth mindset in learners.
Our School is evaluated against the international standards of the Council of International Schools. In the last evaluative report the School was commended for ‘establishing and sustaining high morale, quality relationships, and a positive climate for teaching, learning, and student well-being throughout the school (standard C2a-c)’. This is indicative of the caring and nurturing approach within the Secondary School, where an emphasis on getting to know the whole child enhances the ‘family and community’ ethos of the school.
One particular strengths-based approach when working with students in Secondary School is the coaching infrastructure that supports learning and personal development. Our coaching programme, using the GROW model (founded by Sir John Whitmorre, 1992), is a solutions focussed method of connecting with students as they navigate through some of the academic and social/emotional bumps in the road during childhood.
Our teachers facilitate Wellbeing Lessons in a bespoke programme that tackles issues relevant to age and context. The Wellbeing Programme is structured to complement our school values and is an experiential programme to support personal growth and character development. The programme utilises learning strategies relating to Positive Psychology and Positive Education.
"Having been a BISP parent for 6 years I feel that the Wellbeing programme has evolved, and is very much integrated in the school culture"
Our own fond memories of school rarely reference the exam questions we were asked or the contents of a textbook. We often remember the extra bits that enriched our learning experience – the clubs and societies we belonged to; the experiences on school expeditions; or our special moments on the stage or sports field.
The activity and enrichment programme at BISP enables students to follow their interests and passions leading to a wider sense of purpose, fulfilment, and accomplishment. We often find that the students who are the busiest in pursuing their passions at BISP are the most successful in the classroom – a true high achieving yet ‘all-round’ education.
In an average Term at BISP, Secondary School Students will be offered the opportunity to join one or more of 60 extra-curricular activities. The programme covers a range of pursuits in sport, the arts, and more academically focussed clubs or societies. Our sports Academies offer opportunities to receive instruction from world-class coaches, and this often leads to representation at the highest international level.
To understand the scale of participation and engagement in the enrichment programme and the quality of activities on offer, please consider the following statistics related to just one activity – our Football Academy:
The minimum expectation for our students is that they enrich their education by participating in one activity per week. In reality, most students easily exceed this expectation and participate in numerous activities across the week. For more information regarding our activity and enrichment programme, please contact Mr David Berman who is our Extended Curriculum Coordinator.
We value the multi-cultural makeup of our school and recognise this through events and celebrations throughout the year, for example, International day; Thai ceremonies and festivals; and cultural observance. We also build opportunities to explore other cultures and identify their strengths and contributions to the world through studies within the curriculum. By observing the differences and similarities among cultures and their values, our students are encouraged to deepen their understanding beyond celebratory events.
The most significant thing in any culture is RESPECT
– A student quote taken from an appreciative inquiry in Intercultural Understanding at BISP 2021