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School Ethos


The BSB provides an excellent educational programme for children who fall within the mainstream spectrum. Within this spectrum, we recognise that every child has his or her own particular learning profile and range of talents and abilities and we endeavour to meet a wide range of individual learning needs in the delivery of our curriculum through a variety of differentiation strategies.

We require a good level of English proficiency for admission to the BSB and we do not currently provide any programmes to teach students for whom English is an additional language who are at an early stage of acquiring English.

Potential to Learn

At the BSB we believe that everyone has the potential to learn, with the right support.

  • We learn in different ways, depending on abilities, learning styles, preferences and interests.
  • Learning is about understanding.
  • Developing understanding requires curiosity, risk taking, creativity, awareness and persistence.
  • Learning takes place through inquiry: questioning, exploring, experimenting and problem solving.
  • Learning takes place when we make connections between previous and new understanding.
  • Learning occurs by acquiring skills and knowledge, constructing meaning and transfer to other contexts.
  • Learning is active and social and best takes place through collaboration and interaction.
  • Learning takes place when we feel secure, valued and are able to take risks.
  • Learning needs to be challenging, meaningful, purposeful and engaging.
  • Learning includes meta-cognition and reflection, and requires learners to take ownership of their learning.
  • On-going assessment and reflection on learning are tools to inform learners where they are on the journey towards understanding.
  • When learners take recognise academic and personal challenges as opportunities for developing understanding, learning becomes personally engaging and joyful.

Learning is continuous, lifelong and ever-evolving.

A school’s curriculum comprises all learning and other experiences that a school plans for its students. The two key aims for a school curriculum are to provide a balanced and broadly based curriculum that:

  • Promotes the spiritual, moral, cultural, mental and physical development of students.
  • Prepares students for the opportunities, responsibilities and experiences of adult life.

Our curriculum is designed to ensure that our students develop the knowledge, skills and understanding to be confident, successful and independent individuals and members of society. We value academic excellence and we provide a learning environment in which all of our students can achieve their personal best, according to their abilities and talents.

The National Curriculum of the United Kingdom

This section is a very brief overview of the structure and organisation of the taught academic curriculum at the BSB.  There are detailed curriculum documents for each section of the school that provide more details of our academic programmes of study.

The taught academic curriculum forms an important part of the whole school curriculum and the British School of Bahrain follows the National Curriculum of the United Kingdom, with some adaptations to reflect the local historical, cultural and physical features of Bahrain.

Families from countries in the Southern Hemisphere will find that the academic year at the British School is different to the system they have come from; we have much experience in smoothing the transition of children from one national system to ours.

The National Curriculum of the United Kingdom is organised on the basis of four key stages in the compulsory phase of education, in addition to Nursery, Years 12 and 13.

Primary curriculum

Foundation Stage

ages 3-5

(Nursery, Reception)

Key Stage 1

ages 5-7

(Year 1, Year 2)

Key Stage 2

ages 7-11

(Years 3-6)

Secondary curriculum

Key Stage 3

ages 11-14

(Years 7-9)

Key Stage 4

ages 14-16

(Years 10-11)

Sixth Form

ages 17-18

(Years 12-13)

It is a great benefit that the British School of Bahrain is a Nursery-through-Year 13 school as this considerably eases the transition anxieties students sometimes experience in going from one phase of education to the next. It is also the strong basis underpinning our school community and spirit. The fact that we are one school and not three separate schools is an important and valued part of our school ethos.

Academic Integrity

Plagiarism and cheating

Students are encouraged to use books, magazines and the internet to get information and to develop research skills.  These are important sources for helping them to learn.  Students may also use the help of friends, parents and tutors to improve understanding or widen knowledge.  These are also useful ways to help with schoolwork.  However, students need to be aware that they should be very careful when using the resources of printed material, the internet or friends, parents and tutors that they are not using those resources inappropriately.


This means directly copying from any printed source (such as books, periodicals and magazines) or downloading material from the internet.  It also refers to using material from printed sources or from the internet without referring to the source and then offering that work as one’s own.


When one copies from another student and then


it is his or her own work. In addition, a student should not allow another person to complete for him or her.

Inappropriate use of tutors

If you have hired a tutor for your child, please ensure that the tutor is assisting and supporting your child’s learning and not doing the work for them. Handing in someone else’s work will give teachers an inaccurate picture of your child’s learning needs. This will not only impede your child’s progress and success, it is also dishonest.

Be aware that work which is plagiarised or which is copied will not be given a grade.  In cases of blatant copying of another student’s work, the student involved may face further disciplinary consequences.
How can parents help?

  • Students will be more inclined to plagiarise if they are under time pressure.  Planning assignments and course work is the KEY to effective research and writing.  All Junior and Senior students have a school diary and they should be encouraged to keep their work schedule and not rush to finish work at the last minute.
  • Students should be encouraged to use a range of resources.
  • Unrealistic expectations can cause a student to panic and to cheat.
  • If you have hired a tutor, please brief them about the appropriate level of help and support of your child’s work.


Homework is any extended learning that is set by the school, which is undertaken out of lessons for which the student has primary responsibility.  The purposes of homework include the following:

  • To encourage lifelong learning

Through the development of skills, independent research, enquiry based learning, confidence and motivation.

  • To promote academic learning

Provides practice and consolidation, preparation for future learning, extends school learning and offers reflection.

  • To develop generic skills
  • Independence
  • Initiative and information skills
  • Planning of time
  • Self-discipline and organisational skills
  • Responsibility for learning
  • To promote the home-school relationship

Home learning becomes a three-way partnership involving students, families, and teachers; keeps parents informed and involved; keeps learning on the agenda at home to promote home school dialogue.

  • To extend the curriculum.

In brief, all students in the juniors and seniors have a homework timetable and a homework diary that parents are asked to monitor and sign.  We ask that you support your child in providing a quiet and uncluttered place in which they can do their homework and in encouraging them to complete their homework tasks properly and in a timely manner.


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