Exclusive interview with the Director of Early Years, Ms. Annie Fletcher.

In this interview, Ms. Annie shares the vision and passion behind BASIS Early Years Education, as well as an overview of the strategic planning, collaborative efforts, and milestone refinement that effectively shape our early childhood education.

From nurturing to fostering independence in Kindergarten, Ms. Annie shares valuable insight on the commitment to child development, English language development, and the seamless transition and preparation for our students to be ready for Primary school.

This interview offers a glimpse into the exciting environment of BASIS Early Years and the collaboration of our teaching team on their dedication to providing a safe and developmentally appropriate educational experience for our students. Don’t miss out on this opportunity to learn more about the educational journey of our young learners at BASIS Early Years!

Why do BASIS Curriculum Schools use Advanced Placement (AP) Courses?

Why do BASIS Curriculum Schools use Advanced Placement (AP) Courses?

The BASIS Curriculum requires students to demonstrate mastery of basic concepts and skills across all core disciplines, so that they can apply their knowledge in new and complex contexts. While both AP and International Baccalaureate (IB) programs prepare students to demonstrate such mastery, the AP model better fits BASIS Curriculum Schools’ vision of teacher autonomy. Through AP, we can empower our educators to provide instruction and assess learning in the ways that match their expertise and fit their students’ needs.

Unlike most high schools, which allow students to take only the AP classes they’re interested in, BASIS Curriculum Schools require students to take AP courses in all core subjects. While IB is similar in requiring students to take advanced classes in many subjects, the BASIS Curriculum allows students the freedom to take a variety of APs to meet our requirements: for example, students may pass their AP Lab Science requirement by taking AP Chemistry, AP Biology, or AP Physics (and many students do more than one). Students develop their interests in the subjects they love while maintaining a rigorous course of study.

Many colleges and universities (even those outside the United States, but certainly within) accept AP courses and AP Exams for credit, allowing students to skip introductory courses and proceed more quickly toward their desired course of study while in university. This flexibility allows families to spend less on undergraduate study, so good grades in high school become an important investment in students’ futures.

In the BASIS Curriculum, AP courses are not restricted to upper high school grades like IB. This allows for flexibility and acceleration in our younger grades: middle school students take a rigorous course load of high school courses; students are thus extremely well-prepared for AP courses in early high school. This allows them to take research-heavy Post-AP and Capstone courses later; IB does not offer these opportunities for college-level study. Our students can graduate with courses such as Linear Algebra, Differential Equations, Inorganic Chemistry, Roman Culture and Literature, French Philosophy, Human Pathology, Contemporary American Literature, and so on. Taking such courses showcases our students’ diverse interests and offers them an opportunity to experience authentic scholarship in those fields.

Ultimately, all schools want to prepare their graduates to succeed in an information-rich, globally-connected 21st century workplace and to be admitted to the college or university that is the best fit for each individual. College admissions are competitive, however. The BASIS Curriculum offers the best opportunity for students not only to demonstrate mastery of advanced content in AP like many of their peers, but also to take courses that allow them to stand out in the admissions process for developing their intellectual passions.

HOS New Year Talk

HOS New Year Talk JBS

  1. As a Head of School, what are your responsibilities? As Head of School I am ultimately responsible for the daily management of the school. I collaborate with the administrators, operations team, and teachers to ensure that the academic curriculum is written and planned better than any other. I am responsible for recruiting outstanding teachers to join our team and to work with the team of teachers to ensure the highest quality of the delivery of the curriculum that supported by the best possible resources. Next to this, I am responsible for keeping our school environment joyful and safe. The result of my work translates into raising the standards of our students’ learning to the highest international levels.
  2. What have you completed in the first term and what is your plan for 2024?

    I started a project called ‘A day in the life of a BISB student’. With this project I sought to better understand how our students experience our school life through the lens of a student, in order to better support the school development for our students. The concept is to shadow each grade level for an entire day – from “drop off” to “pick-up” including all classes, breaks, recess, and other daily activities.  So far I have been “a student” for Grades 9, 8, 7, 6 and 5. In the second term I plan to shadow students from Grade 4 to Nursery. While I have shared some of these experiences with our community in newsletters and in person, I plan to create a blog giving more insights into “a day”.

    As part of our process to ensure teaching quality, I conducted formal lesson observations in of all teachers in their first year. After each lesson observation I met with the teacher to reflect on our experience and set professional growth goals. In the second term I plan to conduct formal lesson observations and reflection meetings with all teachers in their second year. On a daily basis I do short class visits of up to five minutes to see how our students and teachers are doing. This helps me keep a pulse on the school and on each class and is something I’ll continue throughout the year.

    As part of our management protocols, I implemented the Senior Leadership Team (SLT) and Academic Leadership Team (ALT) meetings. In these meetings we talk about how our students are doing and what we need to do to further support them. We also discuss the curriculum, resources, assessments, communications and what actions are needed to continue to improve our standards. We also talk about scheduled events and how the Academic leadership team can support students and/or parents in order to ensure they are exceptional. In November, we appointed a Subject Lead model.  With this, we appointed leaders in different subject areas whom are responsible for meeting with their department teachers to reflect on the curriculum and implementation and to discuss actions that we can take as an organization to help sustain and improve our practices. Subject leads also support the organization of field trips and other special events connected to the curriculum.

    In collaborating with our College Counselors, Ms. Kate and Dr. Nat, we are enhancing the College Counselor program and support for our students to help them navigate the complicated process of deciding subjects, examinations and ultimately university applications. Specific to Thailand, we have developed components of this program that include a series of guest speakers who come to campus to share their subject expertise with students, create opportunities for student internships at different companies across Bangkok and help to build student portfolios starting in Grade 8 and Grade 9 will start with this Academic Year.

    Beyond these Academic Leadership endeavors, I also enjoy supporting sports, arts and cultural events. Besides that, I regularly meet with students and parents individually to better understand their school experience and see if there is any need for more support in school improvement.

  3. We heard that you were a CIS inspector, how’s that experience help with your current job as HOS?

    As a CIS Visiting Team member, I visited and accredited international schools around the globe as part of team of professional international educators. We studied the evidence that schools submitted to prove the efficiency of their actions and systems rated against standards of international education. We then made school visits in order to verify the school self-rating, during which we met with all stakeholders to discuss the submitted evidence and observe school practices before coming to an accreditation conclusion. With this experience I am very well aware of the standards of international education in large the schools and the roles all stakeholders that are involved. This has become part of one of my guiding principles and I always refer to standards, expectations, and stakeholders in to ensure that what we do is verified, accepted and accountable in a broader global context.

  4. What progress do you see with each of our sections (Early Years, Primary, Middle School, High School)? Could you please share with us what’s completed and what the school is working on?

    EY: The curriculum is aligned, rigorous and established with both verticle (between grade levels) and horizontal (between classes at the same grade level) alignment. It is definitely not a Play Based Learning model, but a concrete curriculum including lesson outcomes, in an accelerated academic environment that spirals up to Grade 1.  Kindergarten graduates are fully equipped and ready to be successful for our Primary School, which will then translate into success in subsequent years. We will keep working on delivering the program meet or exceed the expectations of the pace and time.PS: The LET – SET model is working efficiently in all classes in all Grades. Our first task in 2024 is to collaborate on the review of the delivery our phonics program called of Logic of English.  This is a critical step to help ensure we have consistency in the delivery of the curriculum as our school continues to grow in the coming years.

    MS: Our students experience a rich and unique curriculum, including Physics, Biology and Chemistry taught as individual subjects. We will keep supporting our students getting through the fast pace curriculum and setting them up for exam success.  This year we have achieved an excellent balance between academic rigor and extra activities by incorporating Arts, Music and other activities into the day through our IAMS (SPELLING?) program.  I think this has helped support our young athletes and artists as we have extended our sports and music programs with the addition of multiple sports teams, bands, and other artistic endeavors on campus.

    HS: The College Counselling program has been launched and will be further developed, expanded and improved on. We will continue to inspire our students and support them in making informed decisions. During her visit scheduled in March 2024, Ms. Kate will meet with students and parents in person individually. We hosted our first speaker as part of the Guest Speaker Series and this served as an inspiration for our students to hear about some practical work and life experience “after the classroom”.    Most importantly, we began to implement the Advanced Placement (AP) program with our Grade 9 students who are now taking Advanced Placement World History Modern and Advanced Placement Physics 1 classes.  This is a major accomplishment for them and it has been wonderful to see them rise to the challenge of this difficult coursework.

  5. This year is the first time for AP and AP exam, what’s going on with that?Our Grade 9 students will sit for AP World History Modern and AP Physics 1 exams. From my observations and teacher/student feedback, our students are on track against internal metrics to help ensure they have a successful completion of these courses.  This is a big challenge for our pioneering class but we know they are well prepared and will be ready to rise to the occasion.  Advanced Placement expert Vice-President, Mr. Toby Walker, will visit our school early next semester again to support in the preparation for the AP exams.
  6. Any message you’d like to leave us with?

    I would like to thank all of our parents, students, and other members of the BASIS Community who have helped to make my transition to Head of School at BASIS such a smooth and wonderful experience.  I would also like to specifically thank all our parents for their trust in and support of the school and their active participation in the Community – you have really helped to make BASIS a wonderful place to teach, work and be a part of.  I wish everyone a safe and beautiful Winter Break, a Happy New Year and I look forward to seeing you all back at school from Monday the 8th of January 2024.

ADMINISTRATION Letter from the Head of School: Dr. Willem Van Der Sluis, BASIS International School Bangkok

In my international professional career, I have been employed and educated in The Netherlands, Norway, UK, Bangladesh, UAE, Kazakhstan, China and Thailand with an all-round K-12 teaching and senior management background. This includes experiencing several CIS/NEASC and curriculum accreditation processes, being an active CIS visiting team member as well as having experience with several international curricula.

I am graduated in Pedagogic (BA) and Inclusive Education (MA) with focus on leadership, communication and organizational behaviour in London (UK). I am also graduated in Education with a doctorates research degree with the University of Glasgow, Scotland, UK. Next to this, I hold several whole school senior leadership certificates.

Being convinced that nothing is impossible I believe that everyone can reach his or her target one way or another, all by displaying a positive attitude, confidence, discipline, high organizational skills, clear communication skills and last but not least by being committed to lifelong learning and hard work.

In my role as Head of School, I endeavour to inspire and support students, teachers and administrators in developing their leadership and critical thinking skills in order to fulfil their dreams.

I believe that a school should be in constant development in order to improve itself in areas such as health, safety, and academics so it can be a nurturing, transparent and an exciting place for learners, teachers, parents, administrators, institute representatives and visitors.

A school with an international character situated overseas should respect the traditions and cultural traits and values of the host country. Being committed to the international mindedness it is essential to have a link with both, the local and expat community as part of the educational program.

I empower administrators and teachers so that they can develop their skills to become more successful in their roles as educators. Only then they can guide students in their learning process at the outstanding level that we expect our students to learn. This is grounded in the fact that I respect each individual uniqueness, opinion, cultural and national background and rights to freedom of expression. The school management team should strive to guarantee that learners, parents and teachers will be encouraged, motivated and challenged with new learning and holistic journeys which will help retain them for a longer period of time and etch in their memories the school as the place that enjoys an excellent reputation.

Everyone’s opinions are valued and will be considered in decisions. In staff meetings, all concerned members should be encouraged to be actively involved by sharing thoughts and bringing up suggestions. All meetings should be minuted with realistic deadlines and persons to be responsible for actions need to be shared and followed up with involved persons and be monitored. Agendas with clear points need to be prepared prior to the meeting and leave space for additional points that will be raided during the meeting.

In order to keep the school running effectively and to foster the mission; the school’s strategic plan, school policies and educational programs need to be led, facilitated, monitored and evaluated regularly. Clear and open communication about these procedures to administrators is necessary before informing and directing the teaching and operational staff.

With my philosophy of education and extensive management experience, I commit to the shining success of school learners, teachers and administrators at BASIS International School Bangkok.

View open positions and more information about teaching in Thailand on our careers site.

WHY AP?

What is “Advanced Placement® (AP)”?

  • Administered by the College Board to promote college readiness, AP courses and exam scores are objective measures to assess a high school student and permit the student to bypass introductory college courses.
  • Many colleges and universities use AP courses, with their demanding syllabi, as an integral part of their admissions decisions.

Why do BASIS Curriculum Schools use AP courses and exams to measure student learning?

  • BASIS Curriculum Schools uses the American AP course and exam system to ensure students are globally benchmarked for analytically demanding and information intensive 21st century careers.
  • Standards in education are subjective and vary widely from school to school. AP exams, recognized around the world, allow comparison of students at different schools.
  • AP exams are the answer to the matriculation examinations used in high-performing systems in Europe and Asia, whose students are competing for the same college seats.

How does BASIS Curriculum Schools use AP?

  • BASIS Curriculum Schools prepare students to demonstrate mastery in all core courses, as well as foreign language and fine arts, through AP exams.
  • Our belief is that students should be challenged. Our advanced curriculum allows middle school students to take a diverse course load so they are prepared for AP courses and exams later. Seniors can take advantage of post-AP and capstone courses in specialized topics.

How does this accelerated AP schedule affect senior year and college admissions?

  • BASIS Curriculum Schools approach the senior year as a bridge year between our program and college. Rather than ending the academic high school journey, Senior Year is a transition year that focuses specifically on college readiness. While many private schools will graduate students out with APs, BASIS Curriculum Schools places APs earlier into the High School Program, so that the all of grade 12 is dedicated to college counseling, capstone courses, and the Senior Project.

Why did BASIS Curriculum Schools choose AP versus IB?

  • Unlike most high schools, which allow students to take advanced coursework only in classes they are interested in, BASIS Curriculum Schools requires AP courses in all core subjects. While IB is similar in requiring students to take advanced classes in many subjects, BASIS Curriculum Schools allows students to have the freedom to take a variety of APs to meet our requirements.
  • AP courses are not restricted to upper high school grades like IB. The flexibility and acceleration of courses in our middle school ensures students are well prepared for APs in early high school. This allows them to take research heavy post-AP and Capstone courses later; IB does not offer these opportunities for college-level study.
  • While both AP and IB programs prepare students to demonstrate mastery of basic concepts and skills, the AP model better fits BASIS Curriculum Schools’ vision of teacher autonomy. Through AP, we can empower our educators to provide instruction and assess learning in the ways that fit their passions and their students’ needs.

Advanced Placement® is a trademark registered by the College Board, which is not affiliated with, and does not endorse, BASIS Curriculum Schools.

Congratulations Class of 2023: Raising the Bar for College Acceptances

Congratulations to the Class of 2023!

We are exceptionally proud of our 2023 Graduates as they move forward to the next phase of their exciting academic journey. As they are about to step into the world’s top colleges and universities this fall, we know they are prepared to excel, determined to stand apart, and ready to prove the success of the BASIS Curriculum.

The Class of 2023 from our three US high schools including, BASIS Independent Brooklyn, McLean, and Silicon Valley have yet again set the standard in national and international college acceptances. The hard work and determination over this and prior years has shown as our graduates are now well-prepared to enter world-renowned higher education institutions and thrive.

“Each year we are incredibly proud of the achievements of our graduating classes,” expressed Toby Walker, Vice President of BASIS Independent Schools. “They have all contributed so much to their school community and any college or university is fortunate to now count them among their student body. The Class of 2023 has raised the bar once again for BASIS Independent Schools. Congratulations!”

Below is a complete list of all University acceptances.

  1. Allegheny College
  2. American University
  3. Amherst College
  4. Arizona State University (Downtown Phoenix)
  5. Arizona State University (Main Campus)
  6. Arizona State University (Polytechnic)
  7. Arizona State University (West)
  8. Augusta University
  9. Babson College
  10. Bard College
  11. Baylor University
  12. Beloit College
  13. Bentley University
  14. Binghamton University
  15. Boston College
  16. Boston University
  17. Brandeis University
  18. Brown University
  19. Cal Poly Humboldt
  20. California Institute of Technology
  21. California Polytechnic State University (San Luis Obispo)
  22. California State Polytechnic University (Pomona)
  23. California State University (Bakersfield)
  24. California State University (East Bay)
  25. California State University (Fresno)
  26. California State University (Fullerton)
  27. California State University (Long Beach)
  28. California State University (Los Angeles)
  29. California State University (Sacramento)
  30. Carleton College
  31. Carnegie Mellon University
  32. Case Western Reserve University
  33. Claremont McKenna College
  34. Clark University
  35. Clarkson University
  36. Coastal Carolina University
  37. Columbia University
  38. Connecticut College
  39. Cornell University
  40. CUNY Brooklyn College
  41. Dartmouth College
  42. Denison University
  43. Drexel University
  44. Duke University
  45. Eckerd College
  46. Elon University
  47. Emory University
  48. Florida Atlantic University
  49. Fordham University
  50. George Mason University
  51. George Washington University
  52. Georgetown University
  53. Georgia Institute of Technology
  54. Gettysburg College
  55. Harvey Mudd College
  56. Hawai’i Pacific University
  57. Hofstra University
  58. Indiana University (Bloomington)
  59. Johns Hopkins University
  60. Kent State University
  61. Kenyon College
  62. Lehigh University
  63. Loyola Marymount University
  64. Macalester College
  65. Marymount Manhattan College
  66. Massachusetts Institute of Technology
  67. Michigan State University
  68. Middlebury College
  69. Missouri University of Science and Technology
  70. New Jersey Institute of Technology
  71. New York University
  72. North Carolina State University
  73. Northeastern University
  74. Northwestern University
  75. Nova Southeastern University
  76. Oberlin College
  77. Occidental College
  78. Ohio Wesleyan University
  79. Oxford College of Emory University
  80. Pace University (New York City)
  81. Penn State University (Abington)
  82. Penn State University (Harrisburg)
  83. Penn State University (University Park)
  84. Pomona College
  85. Pratt Institute
  86. Princeton University
  87. Purdue University (Main Campus)
  88. Purdue University Fort Wayne
  89. Purdue University Northwest
  90. Reed College
  91. Rensselaer Polytechnic Institute
  92. Rice University
  93. Rochester Institute of Technology
  94. Rose-Hulman Institute of Technology
  95. Rutgers University (Camden)
  96. Rutgers University (New Brunswick)
  97. Rutgers University (Newark)
  98. Saint Louis University
  99. San Diego State University
  100. San Francisco State University
  101. San Jose State University
  102. Santa Clara University
  103. Sarah Lawrence College
  104. Savannah College of Art and Design
  105. Scripps College
  106. Seattle University
  107. Skidmore College
  108. Smith College
  109. Southwestern University
  110. St. Francis College
  111. St. John’s College (Annapolis)
  112. St. Olaf College
  113. Stanford University
  114. Stevens Institute of Technology
  115. Stony Brook University
  116. SUNY at Albany
  117. SUNY at New Paltz
  118. SUNY at Purchase College
  119. SUNY College of Environmental Science and Forestry
  120. Syracuse University
  121. Temple University
  122. Texas A&M University
  123. The College of New Jersey
  124. The College of William and Mary
  125. The College of Wooster
  126. The King’s College
  127. The Ohio State University
  128. The University of Texas at Austin
  129. The University of Texas at Dallas
  130. Trinity College
  131. Tufts University
  132. University of Arizona
  133. University of California (Berkeley)
  134. University of California (Davis)
  135. University of California (Irvine)
  136. University of California (Los Angeles)
  137. University of California (Merced)
  138. University of California (Riverside)
  139. University of California (San Diego)
  140. University of California (Santa Barbara)
  141. University of California (Santa Cruz)
  142. University of Chicago
  143. University of Colorado Boulder
  144. University of Colorado Denver
  145. University of Connecticut
  146. University of Denver
  147. University of Florida
  148. University of Georgia
  149. University of Hawaii at Manoa
  150. University of Health Sciences & Pharmacy
  151. University of Illinois at Urbana-Champaign
  152. University of Mary Washington
  153. University of Maryland (College Park)
  154. University of Massachusetts (Amherst)
  155. University of Miami
  156. University of Michigan
  157. University of Minnesota (Twin Cities)
  158. University of Missouri (Kansas City)
  159. University of New Hampshire (Main Campus)
  160. University of North Carolina at Chapel Hill
  161. University of North Carolina Wilmington
  162. University of Oklahoma
  163. University of Oregon
  164. University of Pennsylvania
  165. University of Pittsburgh (Bradford)
  166. University of Pittsburgh (Pittsburgh)
  167. University of Puget Sound
  168. University of Rhode Island
  169. University of Rochester
  170. University of San Diego
  171. University of San Francisco
  172. University of South Florida (St Petersburg)
  173. University of Southern California
  174. University of the Pacific
  175. University of Toledo
  176. University of Tulsa
  177. University of Utah
  178. University of Vermont
  179. University of Virginia (Main Campus)
  180. University of Washington (Seattle Campus)
  181. University of Washington (Tacoma Campus)
  182. University of Wisconsin (Madison)
  183. Ursinus College
  184. Vanderbilt University
  185. Vassar College
  186. Villanova University
  187. Virginia Commonwealth University
  188. Virginia Polytechnic Institute and State University
  189. Wake Forest University
  190. Washington State University
  191. Washington University in St. Louis
  192. Wellesley College
  193. Wesleyan University
  194. Westmont College
  195. Willamette University
  196. Williams College
  197. Worcester Polytechnic Institute
  198. Yale University

International University Acceptances

  1. Imperial College London
  2. King’s College London
  3. McGill University
  4. Parsons Paris at The New School
  5. Queen’s University
  6. The University of Manchester
  7. The University of Warwick
  8. University of Bristol
  9. University of British Columbia
  10. University of Cambridge
  11. University of Southampton
  12. University of Toronto
  13. University of Toronto Mississauga
  14. University of Toronto Scarborough
  15. University of Waterloo

Congratulations Class of 2023 on this huge achievement. We are incredibly proud of you!

OUTSTANDING 2022 COLLEGE ACCEPTANCES FOR BASIS INTERNATIONAL SCHOOLS, CHINA

The release of offers by Ivy League schools and Stanford University earlier in April 2022 marked the end of the 2022 US college admissions cycle. As of April 8, 2022 a total of 166 graduates from four campuses (Shenzhen, Guangzhou, Park Lane Harbour, and Hangzhou) received 860 offers and over USD $3.5 million in scholarships. Our graduates did it again with 58% admitted to U.S. News and World Report Top 30 universities and 89% to Top 50 universities. Students received offers from Stanford University, Princeton University, Columbia University, University of Chicago, Northwestern University, Johns Hopkins University, Duke University, Cornell University, and other prestigious universities in the United States. Outside the United States, our students were accepted to Oxford University, Cambridge University, the University of Toronto and many other top global Universities.

In terms of art schools, BASIS China students are honored to be favored by top art schools such as the World No. 2 University of the Arts London and the World No. 3 Rhode Island School of Art. (QS World University Rankings)

With a higher number of applicants and plummeting admission rates in elite universities, the 2022 chapter is generally not a pleasant one in the story of global university application trends. Our students’ achievements prove the strength and quality of the BASIS Curriculum and classroom teaching and closely tie to the college counseling and guidance that each school provides for each individual student. With the joint efforts of all faculty, students, and parents, the four campuses together have achieved another successful year, which is an affirmation of the excellent educational system of BASIS International Schools-China.

For more details, visit our BASIS International Schools blog: https://blog.basisinternationalschools.com/class-of-2022-college-acceptances/

Want to learn more? Join our interest list today or contact our admissions department at +66 2 415-0099 or admissions@basis.ac.th

BASIS Bangkok, a world class school, provides excellence to kids since a very young age

Alan Wilkinson, Head of BASIS Hangzhou

1. At this time, we would like to ask you to provide the background for BASIS and expand what does it mean by World Class curriculum?

BASIS commenced approximately thirty years ago when two college professors in the United States felt that the existing school systems simply were not academically rigorous enough for their own family. These professors incorporated their experiences of international curricula, laying especial emphasis on sciences, engineering, math and economics. Of course, BASIS schools offer a full range of subjects, including art, music and drama – but BASIS was in the vanguard of the move toward STEM education.

Today there are approximately forty BASIS school worldwide – all undertaking the same academically-advanced curriculum. The high-stakes examinations our children take are called Advanced Placement. They are the broad equivalent of ‘A’ levels or I.B. Diploma – however, APs are college-level courses; whilst BASIS kids start doing them from grade 9 rather than Grade 12! Maybe courtesy of this high level of academic input BASIS kids enjoys unparalleled success in terms of university acceptance, with 80% of our children last year entering one of the top fifty college worldwide.

With regard to the term ‘World Class’, I guess we all appreciate what this would mean, say, in the Olympics? A gold medal winner is the undoubted world class athlete, whilst they invariably represent a country not just themselves… In the world of education there is a test called PISA – it is a test applied to students throughout the world. BASIS children consistently perform in the top 1%. So, if BASIS were a country, it would be the leading country in the world on the Olympic medals board.

2. We have heard that you were with BASIS in other countries, before moving to BASIS Bangkok. What is your vision for this school and how is it different from other BASIS?

My vision for our Bangkok school is that it becomes integral to the community. For sure, it is an academic school – and like all other excellent schools, of which there are several in Bangkok, it is only the right school for some children and their parents. Nevertheless, I would be distraught to think our children became isolated, entitled citizens who don’t empathise with society as a whole – they should feel they have a responsibility to both acknowledge and help others. They are the future influencers – it is so important that we turn out good people!

We are part of a large network of schools, and this is incredibly helpful as it guides many of our policies, decisions and provides a way to measure our children’s progress against a huge sample of peers across the world. Further, we have the same academic model as our sister-schools, with two expatriate teachers (not an assistant and a teacher) undertaking the majority of lessons with our babes. I do think BASIS students would easily move between BASIS institutions globally since the schools have so many commonalities.

Nevertheless, all schools inevitably differ irrespective of belonging to a specific education family… The obvious difference – we are in the fabulous country of Thailand – and Thai culture brings so much richness and individuality to our school. Ergo, we are the only BASIS school that teaches Thai. I would argue that we have the most beautiful and student-centred campus of any other BASIS school – I know my peers, the heads of the other BASIS schools are incredibly jealous! We have recently made the decision to offer Chinese as part of our daily curriculum – other BASIS schools invariably offer two languages, whilst we will offer three.

3. For coming to study at BASIS, with the way the curriculum works, at what age should a child start here for best results?

Of course, the earlier the better – and next year we will be only the second BASIS school to offer Nursery education for two year-olds. I guess every system both in education and the wider world is nuanced. I think BASIS does ask a lot of children from when they are comparatively young – it does involve more homework and testing than I have experienced in other systems. Hence, it is good for children to acclimatize to the academic demands early.

In the last months, we have assessed a number of children whose families wanted them to be admitted to our primary and middle school classes. Inevitably, we could not nor would not admit them all, as we have to consider whether each child can catch up with their potential peers. We have to be especially judicious with regard to grades 4 and above (years 5 and above in the English system) as our math level and delivery is two years above the expectations of the USA national system – whilst in grade 6, children need to be ready to take on advanced studies in chemistry, physics and biology. We are far from a typical school, hence must assess children so carefully to be sure they are capable of the academic challenges we offer.

4. With regard to finding teachers, how is this done and have you had any affect from COVID situations?

I think every school has been severely challenged over the last two years. However, Thailand is clearly an incredibly attractive prospect to many teachers from the west and I have been taken aback at how many applications I have received this year – and similarly surprised at how few staff are choosing to move on after many have come to the close of their initial contract and clearly want to see relatives.

With regard to recruitment, our entire academic team first pass through the BASIS recruitment department in the United States. Their resumes are scrutinized and checked, then they are interviewed by our specialist, in-house recruiters. If they pass muster, they are passed onto the likes of myself when I basically go through the process again. I like to interview everybody twice if I feel they could be a fit for the school – and rather depend upon a genuine conversation as opposed to series of set questions. In all honesty, I do give some preference to teachers who have prior BASIS experience courtesy of the uniquenesses of the system and lesson delivery – whilst I believe all the prospective teachers starting in the impending summer have been working in BASIS schools before they applied to Bangkok.

5. Anything else that you’d like to say to our parents readers?

I think every school has been severely challenged over the last two years. However, Thailand is clearly an incredibly attractive prospect to many teachers from the west and I have been taken aback at how many applications I have received this year – and similarly surprised at how few staff are choosing to move on after many have come to the close of their initial contract and clearly want to see relatives.

With regard to recruitment, our entire academic team first pass through the BASIS recruitment department in the United States. Their resumes are scrutinized and checked, then they are interviewed by our specialist, in-house recruiters. If they pass muster, they are passed onto the likes of myself when I basically go through the process again. I like to interview everybody twice if I feel they could be a fit for the school – and rather depend upon a genuine conversation as opposed to series of set questions. In all honesty, I do give some preference to teachers who have prior BASIS experience courtesy of the uniquenesses of the system and lesson delivery – whilst I believe all the prospective teachers starting in the impending summer have been working in BASIS schools before they applied to Bangkok.

Students 5th-grade artists completed Artivism unit

Our 5th-grade artists just completed their Artivism unit, where the goal was to use art as the medium to create a positive change both within and beyond the classroom!

We started the project by learning about child activists; young people like Greta Thunberg. Those who used their voices and actions to change the world. We also learned about artists who use their art and actions to bring about social change – such as Hank Willis Thomas.

Our students took time to consider what really mattered to them and where they would like to make an impact for change. They then planned what creative action to take duly creating art to express their ideas!

The children’s topics ranged from anti-bullying, climate change, to animal welfare. Their artistic visions took form in paintings, posters, flags, sewed animals, and even graphic design brochures! Many groups paired with local hospitals and charity organizations where we will donate our creations. These include the Soi Dog Foundation, Rescue P.A.W.S., and Bumrungrad Hospital’s Community Outreach Program.

All the students stepped to the front of the class and presented both their ideas and physical work to the other children and a group of teachers. These artists did an incredible job – they completed their initial brief – and they made a difference!

Nursery Program

BASIS International School, Bangkok is excited to announce it will be opening its Nursery from the start of the 22-23 academic year!

Our Nursery will provide the same superlative academic standards as the rest of the school.  Wherein, the class will be in the capable hands of a qualified, expatriate teacher and will receive a range of specialist lessons from other experienced, internationally qualified educators.

BASIS schools were initiated in the USA thirty years ago by two university professors who felt the existing academic offers simply were not advanced nor challenging enough for children.  They felt children were capable of more! Thus all BASIS schools follow this credo – and are duly monitored by BASIS USA to ensure every school – including the international schools, meet their exemplary standards.

A robust academic nursery curriculum addresses social development alongside literacy and numeracy skills – and in our unique case, must also incorporate Thai language and culture.  Hence, the curriculum has been written to offer academic and social success built upon our understanding of early years’ development.  Ultimately, it will ensure seamless continuity as the Nursery children enter our PreK1 class – and so build a formidable foundation for longer term academic success!

We have opted for a ratio of one full-time member of staff to five children, with class sizes of no larger than fifteen children in each class.

We felt it beneficial to offer this new academic initiative based on the following criteria:

The provision of a structured experience in alignment with the rest of the school

Staff in the nursery are trained to create and maintain a secure and stimulating environment for children’s development. (Studies have found that children who had spent three years or more in nursery education could advance their academic attainment by up to a year or two over those whose parents kept them at home until the age of five.) 

Preparing children for school

Children benefit immensely from mixing with other children and will, therefore, be more prepared and better equipped when it comes to starting school-proper. They will also adapt easily to a learning environment, have greater social skills, and they will feel more secure in a different environment. Nursery helps children develop confidence in relating to adults.

Nursery encourages meaningful playtime

Your child will have a chance to play and learn in a group and one-to-one with an experienced educator. They will also benefit from playing with other children, as this can help them to gain confidence and develop necessary social skills. An active toddler is likely to remain active later, so it is important to encourage activities both indoors and outdoors.  

Nursery helps children offer the opportunity for vital social development

Socialising with other children is a huge part of preparing them for later life – whilst recent times have meant children have been too isolated. Children are eager to engage with their peers – an important stage in young children’s psychological development process. More mature children are naturally excited at the thought of playtime with their friends and they gain so much from mixing with other children.