What is special about British Education?

British education, at both the school and university level, has achieved a worldwide reputation for quality.

The approach is progressive: each stage builds upon what has come before. Certain key principles, starting from the early years, run through the whole of the education system: the notion that each child is unique and that this is important; an emphasis on developing positive relationships (with teachers, parents, peers); a focus on enabling environments (learning does not happen exclusively in the classroom); and finally, learning and development - looking at outcomes and results, but only as one part of a child's education.

A British education emphasises the development of the whole student, and particularly at the primary levelne there is a great deal of scope for creativity and individuality in the classroom.

Curriculum outlines

You can download an outline of curriculum areas covered:

Distinctives

The British International School of Tunis focuses on the following distinctives:

  • British curriculum, with some internationalisation, and additional French and Arabic
    Following similar curriculum and learning styles to other British schools, in the UK and overseas.
    Allowing pupils to move to other British schools without significant adjustment
  • English language, with teaching done by native English speakers
    Language acquisition is encouraged by multilingual teachers, Tunisian teaching assistants and specialist EAL support.
    Developing the child’s language learning in step with the requirements of the curriculum
  • Reading taught early, using a synthetic phonics approach (find out more here)
    Children learn to read using a very successful technique, which teaches them to put sounds together to make words even before they see the shapes on the page.
    Encourages rapid progression in learning to read, and builds in the ability to read unknown words
  • Concepts taught first, with techniques coming later
    The focus is on helping children understand the underlying concepts, before they the techniques to apply these concepts.
    Building an approach that encourages insight into the ‘why’ of learning
  • Child-centred learning, with teaching and learning adapted to the child’s ability
    Children are kept together with their peers by age and the teacher and teaching assistant work together to tailor and adapt the particular teaching for the child’s level.
    Supporting children who learning more slowly, stretching those who are learning more quickly.
  • Holistic approach, supporting the development of the child in all areas of life
    The teaching style and classroom environment encourage the child to develop not only academically, but socially, creatively, and in many other ways.
    Valuing diversity while encouraging understanding

The Council of British International Schools (COBIS) offer some more thoughts on how to choose a British International School here.

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