British curriculum: year groups, GCSEs and A-levels

British-style schools commonly organise learning around Early Years, primary Key Stages and secondary examination pathways. In England, Key Stage 1 broadly covers Years 1–2, Key Stage 2 Years 3–6, Key Stage 3 Years 7–9 and Key Stage 4 Years 10–11. Schools overseas may adapt the sequence, offer different subjects or use their own entry ages. A school calling itself “British” does not necessarily follow every element of the National Curriculum for England.

The crucial admissions distinction is between entering a broad curriculum year and joining a two-year examination course. Many students take GCSEs or International GCSEs (IGCSEs) at the end of Year 11; some then study A-levels in Years 12–13. An international school may use Cambridge, Pearson Edexcel or another examination board. Confirm which qualifications the particular school actually enters pupils for.

For a child arriving in Year 4 or Year 7, the school will usually examine age, prior reports, English and mathematics attainment, and whether any learning support is needed. A child moving into Year 10 or Year 11 may face a much narrower choice because examination syllabuses, coursework and subject options have already begun. In sixth form, the combination of A-level subjects matters for future university entry, particularly for medicine, engineering and other prerequisite-heavy degrees.

Parents transferring from Scotland, Northern Ireland, Wales, Australia or a non-British system should not assume that the year number transfers directly. Date-of-birth cutoffs differ, and the child’s completed curriculum content can matter more than the label on the latest report. Ask for a written placement decision and a subject-by-subject transition plan.

A-levels can provide depth in a small number of subjects, but that specialisation can limit later changes of direction. Compare the actual sixth-form subjects, laboratory provision, university counselling and examination results rather than relying on the school’s British branding alone.

American curriculum: grades, credits, GPA and graduation

American-style international schools generally use Kindergarten through Grade 12, with elementary, middle and high school divisions. The exact grade boundaries, kindergarten entry age and graduation requirements are set by each school, not by a single US national curriculum. A “US curriculum” label should prompt questions about the school’s published standards, accreditation, assessment framework and diploma requirements.

High school students commonly accumulate credits by successfully completing courses. Graduation may require a minimum number of credits across English, mathematics, science, social studies, languages, physical education and electives. Grade Point Average (GPA) summarises academic performance, but weighted and unweighted GPA policies vary. Parents need to understand the school’s own transcript rules before assuming credits from a previous school will transfer.

Advanced Placement (AP) courses and examinations may be available, but AP is not automatic at every American-style school. Some offer honours classes, the IB Diploma or a combination. Ask which advanced courses are available in practice, how prerequisites work and whether a transfer student can enter a course after it has begun.

Students entering Grades 9–12 require particular care. A move can affect graduation timing if previously completed courses are not recognised, if the school has different credit requirements or if mandatory subjects are unavailable. Request a written credit audit showing accepted credits, outstanding requirements and a plausible route to graduation.

Families considering university in the United States should examine the school’s university counselling, course rigour, transcript production and standardised testing guidance. University requirements vary by institution and programme; neither a US diploma nor AP participation automatically guarantees admission or credit.

International Baccalaureate: PYP, MYP and Diploma Programme

The International Baccalaureate (IB) is a framework of programmes rather than one continuous qualification offered identically by every school. The Primary Years Programme (PYP) is designed for ages roughly 3–12, the Middle Years Programme (MYP) for ages 11–16 and the Diploma Programme (DP) for ages 16–19. Schools may offer one, two or all three programmes. Confirm the school’s authorisation for each programme rather than assuming “IB school” means it offers the full pathway.

PYP emphasises inquiry and interdisciplinary learning; MYP develops conceptual understanding across subject groups and includes a personal project in its final year. Families transferring from a subject-heavy national curriculum should ask how core literacy, mathematics and language progression is tracked and reported, alongside inquiry-based learning.

The two-year Diploma Programme is academically demanding. Students usually study six subjects across prescribed groups, alongside Theory of Knowledge, the Extended Essay and Creativity, Activity, Service (CAS). Subjects are taken at Higher Level or Standard Level. Availability of a particular subject or combination can determine whether the school is suitable for a student’s intended university degree.

Changing schools during the DP can be difficult because course sequencing, internal assessment deadlines, subject options and language choices may not align. Ask both the sending and receiving school to compare syllabuses, completed internal assessments, Higher/Standard Level selections and predicted grades before a transfer is agreed.

Some IB schools offer an alternative to the full Diploma for particular students. Ask whether individual DP courses or another school-leaving pathway are available, what credential the student would receive and how that would be treated by target universities.

Cambridge curriculum: Primary through IGCSE and A-level

Cambridge International Education offers a progression of Cambridge Primary, Lower Secondary, Upper Secondary (including Cambridge IGCSE) and Cambridge Advanced (including International AS & A Levels). Schools choose which stages, subjects and examinations to offer. Cambridge is an international examination and curriculum provider; it is not a synonym for the National Curriculum for England, even though many British-style schools use Cambridge qualifications.

At primary and lower-secondary level, ask which Cambridge frameworks the school follows, how progress is assessed and whether it uses Cambridge Progression Tests or Checkpoint assessments. Some schools blend Cambridge material with local or other international frameworks; the admissions team should explain exactly what a pupil would study.

Cambridge IGCSE subjects are typically studied over a two-year period, commonly in Years 10–11 or equivalent. International AS & A Levels generally follow in the final secondary years. Transfers are sensitive to exam-board differences, chosen syllabuses, coursework or practical requirements and subject availability.

A family moving from a school using Pearson Edexcel IGCSEs to one using Cambridge IGCSEs should compare subject codes and course content, not just the qualification name. Even within Cambridge, two schools may teach topics in different sequences or offer different optional subjects.

Ask the school to identify the exact qualifications, examination sessions and exam centre arrangements. The ability to enter a pupil for a particular examination matters more than a broad marketing statement that the school “offers Cambridge”.

Thai curriculum, bilingual programmes and international transfers

Thailand’s national school system is generally organised into six years of primary education (Prathom 1–6), three years of lower secondary (Mathayom 1–3) and three years of upper secondary (Mathayom 4–6). Compulsory education and school eligibility rules are distinct from an international school’s own admissions requirements. Families should confirm which curriculum a particular institution is licensed to deliver.

Thai-curriculum schools and bilingual or English Programme schools can be attractive for families seeking Thai language immersion, local community ties or a different fee structure. However, “bilingual” does not necessarily mean half of every subject is taught in English. Ask which subjects are delivered in Thai or English, which textbooks are used and what proficiency is expected of a new pupil.

Children arriving without Thai-language proficiency may face a difficult transition if core subjects, assessments or social activities require Thai. Equally, children leaving a Thai school for an international curriculum may need support with academic English, writing conventions and unfamiliar examination formats. Request a diagnostic placement discussion rather than assuming a direct year-to-year equivalence.

For Thai-national or dual-national children, admissions and curriculum choices can have implications for Thai-language study, later university pathways and the family’s long-term plans. Schools should explain their current requirements; families should independently verify any government or qualification-recognition rules that apply to their situation.

The practical choice is not “Thai versus international” in the abstract. It is whether the child can thrive in the language of instruction, achieve appropriate qualifications and move to the next school or university without avoidable gaps.

Tuition fees: compare the full annual commitment

Published tuition is only the starting point. Fees commonly vary by year group, and schools may quote per term, semester or academic year. A fee schedule that looks affordable for primary school may change significantly in secondary school. Ask for the current schedule and the next year’s published schedule, if available, before comparing institutions.

When comparing schools, put every quotation on the same basis: annual tuition for the child’s exact year group, number of instalments, payment deadlines, early-payment discounts and any separate compulsory charges. A school may publish tuition without meals or transport; another may include some services. The headline number alone is not comparable.

About these figures: Actual published tuition for 2026–27, not a nationwide average. Schools, campuses, grades and included services differ. The sample illustrates a broad price spread, but is not statistically representative of every international school in Thailand. Year 11 and Year 13 at some British schools are billed for only two terms, so compare carefully.

*Worked examples based on published 2026–27 fees. Shrewsbury’s refundable deposit is included in cash required, not treated as a permanent expense. ISB’s ฿10 association membership is excluded from the rounded example above; it is payable separately. Bus transport, uniforms, exams, support services and other optional or compulsory extras are not included. Confirm the exact quote and fee conditions with each school.

International schools in Bangkok, Phuket, Chiang Mai, Pattaya and elsewhere cover a wide range of price points. It would be misleading to present one “typical Thailand fee” as if it applied everywhere. Use each school’s current published fees and confirm whether the quoted amount is for the specific campus and academic year.

Ask how annual increases are decided and communicated. If you expect your child to remain for five years, model future fees rather than budgeting solely for the first year. Also check whether a child moving to the next school division triggers new fees, deposits or uniform requirements.

If an employer is paying, confirm what its education allowance covers. Some allowances cover tuition only, leaving parents responsible for levies, transport, activities, uniforms and examination fees. Obtain an itemised school invoice and check the employer’s reimbursement policy.

Additional costs, deposits, capital levies and refunds

An application fee is often payable when the family submits an application and may be non-refundable even if the child is not offered a place. An assessment fee may be charged separately. Some schools also charge a one-off enrolment or registration fee when an offer is accepted. The labels differ, so ask what each payment buys and whether it is refundable. For payment planning, see JLIT’s finance hub and Thai bank accounts for foreigners.

Capital development fees, building levies, debentures or other contributions can substantially affect the first-year bill. Some are one-off, some recur and some operate as refundable deposits subject to conditions. Do not assume that a “deposit” is refundable on withdrawal; read the written terms and any notice-period provisions.

Ongoing extras may include uniforms, textbooks, laptops or tablets, school buses, lunches, examination entry fees, language support, additional learning support, sports teams, trips, music lessons and after-school clubs. Secondary students may have higher examination or technology costs than younger children.

For a mid-year start, ask whether tuition is prorated, whether compulsory annual fees are also prorated, and when the next full instalment becomes due. For a move out of Thailand, confirm the notice required to withdraw and whether tuition already paid can be refunded or transferred.

Keep all fees in a single family budget, separating amounts due before acceptance, before the first day and during the school year. This prevents a school that appears affordable on tuition alone from producing an unexpected cash requirement just before relocation.

Application process: what happens at every stage

Start with a targeted enquiry rather than submitting multiple incomplete forms. Tell the school the child’s full date of birth, current year group, current curriculum, intended start date, nationality and relevant language or support needs. Ask whether there is a realistic vacancy in the exact year group before paying a fee.

Schools may require passports, birth certificates, recent reports, teacher recommendations, attendance records, vaccination information, photographs and evidence of a parent or guardian’s status. Some also request standardised assessment results or confidential references sent directly from the previous school. Requirements can differ for Thai and international applicants.

After submitting the application, families may be invited to an interview, school visit, trial day, online assessment or academic testing. An admissions officer may ask for further reports or specialist documentation. Respond promptly, but do not interpret an assessment invitation as an offer of a place.

The decision may be an unconditional offer, conditional offer, waiting-list position or refusal. Conditional offers might depend on English-language support, final reports, a successful assessment or the availability of an appropriate programme. Read every condition and confirm the deadline for accepting.

Only after the school has issued a written offer and you have accepted its terms should you treat the place as secured. Ask what payment or document completes enrolment and whether a late payment causes the offer to lapse. Keep copies of every email and receipt.

Waiting lists, oversubscription and entry requirements

A waiting list does not necessarily operate as a simple first-come, first-served queue. Schools may consider year-group capacity, the balance of existing classes, learning-support resources, language proficiency, sibling policies and other published admissions priorities. Ask how the school defines its list and whether it can disclose a meaningful estimate of your chances.

Distinguish between a child who has passed assessment but is waiting for a vacancy and a child whose application has not yet been assessed. A place on a list is not a promise that the school will offer admission by a particular date. If the family must move by a fixed deadline, keep a realistic second choice active.

Entry requirements can involve age cutoffs, prior attainment, English-language ability, school reports, attendance history and the capacity to meet documented learning needs. These should be assessed according to each school’s published policy. Families should ask what support is available rather than concealing learning or language requirements that will affect the child’s experience.

For siblings, check each year group independently. One child may receive an offer while another remains on a waiting list. Ask whether the school has a sibling policy, whether offers must be accepted together and what happens to deposits if only one place materialises.

For examination years, a vacancy may still be unsuitable if the pupil cannot join the required subjects or complete assessment components. Ask the academic head to review the proposed transfer, not just the admissions office.

School visits, interviews and assessments by age

A campus tour is a chance to examine everyday teaching, not merely sports facilities or a polished reception area. Ask to see a typical classroom, the library, lunch arrangements and the areas used by your child’s age group. If possible, visit while classes are in session and speak to someone who can discuss curriculum, support and pastoral care.

Early-years admissions may use observation, play, interaction with adults and basic developmental activities rather than formal written tests. Primary-age pupils may be assessed in reading, writing, mathematics and English-language ability. Older students may take subject-specific tests, cognitive assessments or interviews about their previous studies and intended examination subjects.

Assessment is not always a pass/fail event. Schools may use results to determine year placement, language support or whether the child can access the curriculum with available resources. Ask what happens after the assessment, whether feedback is shared and whether a reassessment is possible.

Parents should prepare children by explaining what the visit is for, ensuring they are rested and providing familiar schoolwork when requested. Intensive coaching for a school-specific test may give a misleading picture of what the child can comfortably manage every day. Honest discussion of strengths and support needs usually serves the child better.

During a tour, observe student interaction, behaviour expectations, class sizes and communication with parents. Ask how new arrivals are welcomed, what happens when a child struggles and how concerns about bullying or wellbeing are escalated.

Transport, uniforms and meals: the practical daily budget

A school’s location can be as important as its curriculum. Bangkok traffic in particular can make a short map distance a long journey at peak times. Ask for actual bus routes, pickup windows, journey duration, supervision arrangements and what happens if a child misses the bus.

Transport fees may depend on distance, route, one-way versus return travel and the number of children. Check whether buses run after extracurricular activities and whether the school provides a late bus. Families using private drivers should still verify school pickup procedures and emergency contacts.

Uniform policies vary widely. Some schools require different sets for everyday classes, physical education, formal events and houses or teams. Ask for a complete uniform list, prices, second-hand options and whether shoes or sports equipment must meet particular specifications.

Meals may be included, compulsory or charged per meal. Ask how allergies, religious or dietary requirements and food safety are handled, and whether children can bring food from home. For younger pupils, check snack arrangements and supervision; for older pupils, understand cashless payment systems or canteen allowances.

The daily routine also includes clubs, music, sports fixtures and school trips. These can enrich school life but may create additional transport and fee commitments. Ask for a realistic estimate of the extras a child of your age is likely to use.