FAQ

The motto of British Concordance International School is "Where Tradition Meets Innovation."

At BCIS we believe in creating a global environment that prepares our students to be creative, caring and independent thinkers. We work tirelessly to provide an international education in a beautiful, modern and well-designed educational environment. BCIS Values: Community, Knowledge, Character

The BCIS values were chosen to represent the core principals our school aims to instil in all our students: Community, Knowledge, and Character. BCIS is committed to: • To provide an educational environment that develops students’ curiosity and creativity. • To develop responsible and engaged learners. • To foster tolerance, respect, and acceptance of others. • To build each student’s resilience and self-esteem. • To provide a curriculum that is rich and relevant and allows all students to succeed. • To promote a strong, supportive partnership between the school and the wider community. • To have high expectations of ourselves and others.

The US curriculum is a broad and general curriculum that emphasizes English, math, science, social studies, and foreign language. The UK curriculum is more specialized, with a focus on the arts, humanities, and personal development. The IB curriculum is a balanced curriculum that integrates academic subjects with real-world applications. Ultimately, the best curriculum for a student will depend on their individual needs and goals. If a student is looking for a well-rounded education that will prepare them for college, the US curriculum may be a good option. If a student is looking for a challenging and rigorous education that will prepare them for a globalized world, the IB curriculum may be a better choice. And if a student is looking for a curriculum that focuses on the arts, humanities, and personal development, the UK curriculum may be the best fit. It is important to note that these are just generalizations, and there is a great deal of variation within each curriculum. The best way to decide which curriculum is right for your child is to research different schools and programmes and talk to the admissions advisor at BCIS.

BCIS follows the British curriculum, with English as the language of instruction. The British curriculum is divided into three stages: early years, primary, and secondary. Each stage has its own unique learning features. Early years (ages 0-5) is the foundation stage of education. The main focus of this stage is on child development, and the curriculum is designed to help children develop their social, emotional, physical, and intellectual skills. Some of the key learning features of the early years curriculum include: • Play-based learning: This is the main approach to learning in the early years, and it allows children to explore their interests and learn at their own pace. • Creativity: The curriculum encourages children to be creative and express themselves through art, music, and drama. • Communication: The curriculum helps children develop their communication skills, both verbal and nonverbal. • Problem-solving: The curriculum helps children develop their problem-solving skills, and they are encouraged to think critically and independently. Primary (ages 5-11) is the first stage of compulsory education. The main focus of this stage is on academic learning, and the curriculum covers a range of subjects, including English, mathematics, science, history, geography, and the arts. Some of the key learning features of the primary curriculum include: • A broad and balanced curriculum: The curriculum covers a range of subjects, which helps children to develop a broad range of knowledge and skills. • Differentiation: The curriculum is differentiated to meet the needs of all learners, and there is a focus on providing support for those who need it. • Assessment: The curriculum is assessed regularly, which helps to track children's progress and identify any areas where they may need additional support. • Personal and social development: The curriculum also includes a focus on personal and social development, which helps children to develop the skills they need to be successful in school and life. Secondary (ages 11-16): The main focus of this stage is on preparing students for further education or employment. The curriculum covers a range of subjects, including English, mathematics, science, history, geography, the arts, and modern languages. Some of the key learning features of the secondary curriculum include: • A more specialized curriculum: The curriculum becomes more specialized in this stage, and students have the opportunity to choose subjects that they are interested in. • More challenging assessments: The assessments become more challenging in this stage, and students are expected to demonstrate a deeper understanding of the subjects they study. • Preparation for further education or employment: The curriculum is designed to prepare students for further education or employment, and students have the opportunity to take vocational qualifications. Overall, the British curriculum is a comprehensive and well-rounded curriculum that provides students with the skills and knowledge they need to succeed in school and life. The curriculum is constantly evolving to meet the needs of the 21st century workforce, and it is a great choice for students who are looking for a high-quality education.

BCIS is a new school which opened in 2022 to early years and primary students. The British curriculum is world renowned and therefore children have the benefit of a UK education in Thailand. The school is also seeking accreditation from Pearson Education and applying to become a Cambridge School which ensures high quality standards are maintained and parents can be confident in their children’s education.

In BCIS we use the UK learning model which develops learning through active and participatory learning, application of life skills, and creative and critical thinking to help children prepare for their future careers. The UK learning model is known for its quality and rigorous academic standards. It is also a very diverse system, which makes it a great option for students from all backgrounds. Benefits to students include: • Rigorous academic standards: The UK education system is known for its high academic standards. Students are expected to work hard and achieve high levels of learning. This can give them a competitive edge when applying for jobs or university places. • Diversity: The UK is a multicultural society, and this is reflected in its education system. Students from all backgrounds are welcome to study at BCIS, and they will have the opportunity to integrate and learn about different cultures and perspectives. • Internationally recognized qualifications: UK qualifications are recognized and respected around the world. This means that students who study at BCIS will have a head start when applying for jobs or further education in other countries.

As a new school, BCIS is in the process of seeking accreditation from Western Association of Schools and Colleges as well as from Pearson Education for primary years and Cambridge Assessment International Education for secondary years.

The Early Years Foundation Stage (EYFS) in the UK is a framework that sets the standards that all early years’ providers must meet to ensure that children learn and develop well. The EYFS framework covers seven areas of learning: • Communication and language: This area covers the development of children's spoken language, listening skills, and reading and writing skills. • Physical development: This area covers the development of children's gross motor skills (such as running and jumping) and fine motor skills (such as using scissors and tying shoelaces). • Personal, social and emotional development: This area covers the development of children's self-awareness, self-regulation, and social skills. • Literacy: This area covers the development of children's understanding of print and their ability to read and write. • Mathematics: This area covers the development of children's understanding of numbers, shapes, and patterns. • Understanding the world: This area covers the development of children's understanding of the world around them, including their own bodies, their families, and their communities. • Expressive arts and design: This area covers the development of children's creativity and their ability to express themselves through art, music, and dance. The EYFS framework is designed to be flexible, and BCIS has adapted it to meet the needs of individual children so as to ensure that all children have the opportunity to develop the skills and knowledge they need to succeed in school and life.

BCIS follows the UK EYFS, short for Early Years Foundation Stage for the learning and development of children up to five years old. As this is the first stage in a child’s development, most learning targets are met through games and activities.

Our native English teachers come from the UK, Ireland, New Zealand, Australia, South Africa and the United States. All of our native English teachers have a degree plus a teaching qualification. Our ESL teachers have a CELTA or other recognised English teaching qualification.

The student-to-teacher ratio is the number of students in a class divided by the number of teachers. In BCIS we normally have one native English teacher and a Thai teaching assistant in each class. BCIS class size has between 15 – 25 students per class.

The EYFS framework is a valuable resource for early years education, and it provides a clear and concise framework for supporting children's learning and development. • Play-based learning: The EYFS framework emphasizes the importance of play based learning and by creating a stimulating and engaging environment for children to learn. • The importance of relationships: The EYFS framework recognizes the importance of relationships in early years learning, and it emphasizes the need for providers to build strong relationships with children and their families. • The importance of assessment: The EYFS framework includes assessment of children's progress regularly, and it provides guidance on how to do this in a way that is meaningful and helpful.

There are several international schools in Chiang Mai, each with its own unique curriculum, fees, and facilities. Parents are encouraged to research each school to find the best fit for their child.

BCIS students in early years and primary years do not have daily homework apart from weekly set reading and spelling revision and textbooks are not taken home. Reading primers are taken home every week and parents are encouraged to support their children to learn at home. However, regular homework is only required for secondary students.

BCIS uses assessment to measure progress, record achievements and develop children’s learning rather than examining their knowledge or progress through formal testing. The BCIS assessment model emphasizes the importance of formative assessment, which is ongoing assessment that is used to inform planning and teaching. Formative assessment can be conducted through observation, conversations, work samples, and parental feedback. BCIS also includes summative assessment, which is a more formal assessment that is used to measure children's progress against the UK education standards. The standards are a set of goals that describe the learning and development that most children should achieve by the end of each year. The UK curriculum emphasizes the importance of using assessment to inform planning and teaching. By using assessment to track children's progress and identify their individual needs, practitioners can ensure that all children are able to reach their full potential. Here are some of the key principles of assessment in BCIS: • Assessment is used to inform planning and teaching: Assessment should be used to track children's progress and identify their individual needs, so that teachers can plan activities and lessons that are appropriate for their level of development. • Assessment is ongoing: Assessment should be an ongoing process, so that teachers can track children's progress over time. • Assessment is holistic: Assessment should consider all aspects of children's development, not just their academic progress. • Assessment is child-centred: Assessment should be conducted in a way that is respectful of children and their individual learning styles. • Assessment is shared with parents: Parents should be involved in the assessment process, so that they can understand their child's learning and development. Assessment in BCIS is an important tool for supporting children's learning and development. By using assessment in a meaningful and helpful way, BCIS can ensure that all children have the opportunity to reach their full potential. In the secondary years, more regular and formal assessments are used to prepare learners for Cambridge examinations which take place towards the end of secondary education and as students choose whether to pursue higher university education or apply for employment.

It is recommended that parents contact BCIS directly to inquire about their specific payment options and policies. 1. One-off joining fee: BCIS charges a one-time joining fee in addition to the yearly tuition fees. 2. Staged payments: BCIS may allow parents to pay the tuition fees in instalments throughout the year, rather than in one lump sum. 3. Discounts for full payment: BCIS may offer a discount on tuition fees for parents who pay the full amount upfront.

The admission process for BCIS in Chiang Mai is as follows: a) Visit the school's website or Facebook page to learn more about the school and its programs. b) Contact the school to schedule a visit and tour of the campus. c) Submit an online application form and provide all required documents, including academic transcripts, passport, and visa information. d) Pay the application fee. e) Schedule an entrance exam and interview with the school. f) Wait for the school's decision on admission. g) If accepted, pay the required fees and complete the enrolment process. For more information on the admissions process, visit the school's Admissions page.

The yearly fees for 2023/2024 range from 224,000 ฿ to 320,000 ฿ (already included special discounts). School fees are reviewed annually and may be adjusted to allow for inflation andother factors.

Parents can get involved with the school community by attending school events, volunteering, and joining the Parent-Teacher Association.

• BCIS has security measures in place to prevent unauthorized people from entering the school, such as locked doors, security cameras and a security team on site. • School staff are trained to identify and respond to potential threats to student safety. • Students are taught about safety procedures and how to identify and report suspicious activity. • The school has emergency plans in place in case of a security incident, such as a fire or a lockdown. • The school also has systems in place to communicate with parents and students in the event of an emergency.

Extracurricular activities can provide students with opportunities to pursue their interests outside of the classroom. BCIS offers a variety of activities, in particular, after school clubs which offer sports, music, choir and special clubs such as chess, Lego, ballet and other activities on demand.

BCIS does not offer extra classes after school on academic subjects but does recommend children who require additional ESL (English as a Second Language) instruction to apply to Ambassador Education Group's CEC Tutorial School at CEC Unity campus.

Yes, the school has a canteen which provides healthy, well-balanced Asian and Western food. We provide Morning Break, Lunch and Afternoon Break for all students.

The school is well-equipped with the latest educational resources, including sports facilities, student cafeteria, swimming pool, library, IT laboratory, music room and science laboratories.

Our teachers take a personal interest in the development of our students’ individual talents and skills and will encourage them and their parents to recognise their unique talents. In addition, BCIS provides after school clubs which try to provide opportunities for children’s interests and skills to be further developed. Examples of this include ballet club, chess club and choir.

In 2023, students at BCIS came from more than 20 countries. Classes are very diverse, and consist of a wide variety of nationalities, with a mix of western, Thai and Asian students.

The school accepts students aged 2 to 14. A secondary school campus is being built to cater for students up to K12. Children are normally allocated to their year group, but BCIS is flexible and recognises that students will sometimes learn better in a higher or lower year depending on their ability and English language skills.

BCIS can provide support in the classroom to help children with special needs succeed. This support includes things like: • Adjustments to the way that learning takes place or how assessments are conducted that make it easier for a child with special needs to participate. For example, a child with dyslexia might be given extra time on tests or allowed to use a computer to take notes. • Modifications to the curriculum or assessments that make it possible for a child with special needs to learn the same material as their peers, but in a different way. For example, a child with autism might be given a different set of assignments or be allowed to take tests orally. • Behavioural support to help children with special needs manage their behaviour. This support can include things like positive reinforcement by rewarding desired behaviours to encourage them to happen more often. For example, a child with ADHD might be given a sticker for staying in their seat during class. • Behavioural interventions are strategies that are used to change or reduce problem behaviours. For example, a child with aggressive behaviour might be taught how to use a calming technique when they feel angry. It is important to note that the specific type of assistance that a child with special needs receives will depend on their individual needs. There is no one-size-fits-all approach to providing support for children with special needs. If you are concerned about your child's special needs, you should talk to their teacher or the school's special education advisor. They can help you understand your child's needs and develop a plan to provide them with the support they need to succeed.

BCIS has a career guidance counsellor from among our staff who will work with students in their last years of high school to help students explore their interests, values, and skills. This can help students to identify potential career paths and to develop a plan for their future. BCIS will also provide career information to help students to learn more about different career paths and to make informed decisions about their future. BCIS will also provide information about different universities and colleges to help students make informed decisions about where to apply. This information can include things like course offerings, admissions requirements, and financial aid. In addition, the school will help students with the application process, such as writing essays and preparing for interviews. This can be done through individual tutoring or group workshops. The school can connect students with alumni who are working in different fields to give them insights into different career paths. This can be done through networking events, mentorship programs, or online forums.

BCIS uses a variety of strategies to support students with limited language proficiency, such as multilingual staff, ESL language support programs, buddy systems, language inventories, pronunciation modelling, group work, and language scaffolding. • Multilingual staff: Having diverse personnel in the school who can address the cultural and linguistic barriers of students is crucial. This includes teachers, administrators, and support staff who are fluent in Chinese, Thai and some other languages. • Language support programs: BCIS offers language support programs to help students improve their language skills. These programs may include language classes, tutoring, and language immersion programs. • Buddy system: Pairing a student with a knowledgeable buddy who can help them navigate the language and cultural differences can be helpful. • Group work: Incorporating group work into the curriculum can help students practice their language skills in a supportive environment.

The language of instruction is English. BCIS has students from more than 20 countries, so the language in use (in the playground and throughout the school is English).

Classes in early years have one international teacher and two teaching assistants. Our teachers are all trained, qualified, licensed, and have experience working with young children. We offer regular professional development, both in-house and externally, to ensure that your child’s teacher is up to date with the latest educational practices.

For young children a nap during the afternoon is vital for their physical and mental development. Coming to school is a tiring task, so this nap period means they do not become overtired, which can affect their focus and mood. According to the National Sleep Foundation our young pupils need between 11 and 13 hours of sleep per day. Young children nap between 1-2 hours per day; by age five most children no longer need a nap.

Are they learning, or are they just playing? Any visitor to our classrooms will see the children engaged in play during our school day; they might seem to be “just playing”. However, for young children play is their means to learn. Well thought out opportunities for play support a child’s learning holistically, ensuring that they make progress across the curriculum. Our teachers are skilled at planning age-appropriate, engaging, play-based activities for our pupils, both indoors and out.

Children can be supported at home in a number of ways. The first thing we would recommend is to use your first language when speaking to your child. Try not to put too much pressure on them to speak in a new language too soon. Young children require a lot of sleep, so try to establish an early evening bedtime routine at home. This is a wonderful opportunity to spend some quality time with your child as you read their bedtime story.

Our multilingual program is not only about learning English, Thai (or Chinese, Spanish) it’s about opening learners’ mind to different ways to see the world and about building skills that will transfer to not only learning other languages but to learning in general. We acknowledge the fact that many BCIS students speak a language other than English or Thai at home. Research shows that the strength of a child’s first language determines the strength of every other language he will be learning. This is why we encourage all parents to use their first language at home. Our approach is supported by numerous studies done in various contexts. Here are a few benefits of multilingual and multilingual education: · Improved Performance on Standardised Tests Students perform as well as or better than non-immersion students on standardised tests of English and math administered in English. · Enhanced Cognitive Skills Students typically develop greater cognitive flexibility, demonstrating increased attention control, better memory, and superior problem-solving skills as well as an enhanced understanding of their primary language. · Increased Cultural Sensitivity Students are more aware of and show more positive attitudes towards other cultures and an appreciation of other people. · Long Term Benefits Students are better prepared for the global community and job markets where a second language is an asset.

Yes. At the start of every term, a list of clubs is shared with parents and students. In order to run, clubs need a minimum number of students and there is usually a cap on how many can join. After school clubs cost around 300 baht per session payable one term in advance.

We constantly monitor students’ progress, provide constructive feedback and empower students to take control of their learning by leading them to monitor their own progress. This is done via notetaking, verbal on the spot feedback, insightful questioning and the use rubrics (success indicators) often designed in conjunction with students themselves. The purpose of all assessments at school, whether formal or informal, is to reinforce learning in the three core areas: knowledge, skills and understanding. We do realise the need to prepare students for formal exams in upper secondary school and to this end we use a variety of assessment methods at the end of each unit of work, including a unit exam, adapted to year 1 to year 7 students. In addition, upper primary grades will have an end of year exam. In the Foundation years, all assessment is based on classroom observation – your child will not be tested – using the early learning goals which can be found in the Early Years Framework.

We offer Intensive Language Support to students not initially able to function within basic language requirements. We know from experience that students can make significant language improvement in a relatively short time when needed. Research shows that children naturally transfer language and literacy skills from one language to the other. The stronger the language and literacy skills in the home language, the more likely the child will transfer these skills successfully to his or her second and third language.

The development of emotional intelligence is not an add-on but the very fabric of our educational approach. Strong social and emotional skills are predictors of success in study, work and relationships so we build them in our early years programme and keep nurturing and strengthening them at every grade level. Focusing on soft skills means enriching what and how students learn.