About BCIS

Welcome to British Concordance International School (BCIS), Chiang Mai. 

ICE_6400.jpg

​

BCIS Mission Statement: 

 

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:


Commūnitās Scientia Virtus

Community, Knowledge, Character  

 

 

The BCIS values were chosen to represent the core principals our school aims to instil in all our students.  

 

 

BCIS Objectives  

​

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. 

 

 

​

​

In the 2019 Ofsted framework, there is a lot of focus on ensuring learners are taught all subjects across the curriculum and that teachers, supported by school leaders, have the subject knowledge to teach and assess these effectively. 

​

Here are the five headers of the new Ofsted framework with a brief overview of what they cover: 

​

Quality of education:

  • Intent: Curriculum is ambitious and gives all learners the knowledge and cultural capital they need to succeed in life; the curriculum is coherently planned and sequenced; same ambitions for all learners; learners study full curriculum. 

  • Implementation: Teachers have good subject knowledge with support from leaders; teachers present subjects clearly and identify misconceptions; taught to remember in the long term; use assessment effectively; environment, resources, and materials all conducive to positive learning; rigorous teaching of reading, mentioning reading for pleasure and phonics. 

  • Impact: Effective learning across the curriculum (where relevant, this is reflected in test results; learners ready for the next phase in life; learner read widely). 

 

Behaviour and attitudes:

  • High expectations; positive attitudes: show resilience 

  • High attendance and punctual 

  • Positive, respectful relationships: learners feel safe 

​

Personal development: 

  • The curriculum extends beyond the academic, technical or vocational 

  • The curriculum covers pupil wellbeing 

  • Prepares learners for the next steps 

  • Prepares them for life in modern Britain – British values 

 

Leadership and Management:

  • Clear, ambitious vision 

  • Improve staff’s subject, pedagogical and pedagogical content knowledge 

  • Aim to ensure all learners finish school: avoid off-rolling 

  • Engage with learners and community 

  • Engage with staff- help manage workload 

  • Protect staff from bullying 

  • Governors: have a clear vision and hold leaders to account; ensure fulfilling statutory duties 

  • Effective and comprehensive safeguarding procedure 

 

Arrangement for different types of provision 

(This section mainly links to other guidance):

  • Early Years 

  • Non-Association Independent Schools 

  • Schools with early years settings 

  • Schools with sixth forms 

  • Settings with residential and boarding provision 

  • Further education and skills provision