Compare British Curriculum International Schools in Morocco

Main Campus: 4 avenue Bir Kacem Souissi, Rabat, Morocco; Annexe 1: Rue Oulad Ayyad, Souissi, Rabat, Morocco; Annexe 2: 38 Lotissement Mouline 2, Souissi, Rabat, Morocco.

Pre-Nursery, Nursery and Year 1; Primary School (6 to 11 years); Middle School (11 to 16 years); High School (16 to 18 years); Year 13.

Private international school offering British and Moroccan curricula.

Over 68 nationalities represented.

Morocco. Accredited by the Moroccan Ministry of Education and Cambridge Assessment International Education.

School Bus Service with routes across Rabat; areas include Hay Nahda, Agdal, Souissi, Hay El Menzeh, Hay Riad, Ain Aouda, Hay El Fath, Cym, Akkari, Wifak, Harhoura, Tamssna, Temara, Sale, and Sale El Jadida; bus drivers are vetted and transportation is designed for safety.

Senior students admitted to Khalil Gibran School gain guaranteed entry to Inspired Group's premium boarding schools worldwide.

The uniform is designed to be smart and practical and symbolizes belonging, reinforcing the school values and commitment to academic excellence and shared achievement.

The school offers a catering service with healthy meal options; the canteen is available for meals with Halal meat; dietary requests can be noted on the application; packed lunches are encouraged to support a balanced diet; the dining environment is designed to promote positive social interaction and healthy eating.

Khalil Gibran School is a member of the Inspired Education Group.

Two curriculum pathways are available: the Moroccan Programme and the Cambridge pathway (IGCSE and A Levels). The programmes are delivered in English, Arabic and French, building trilingual proficiency. The Moroccan Programme is accredited by the Moroccan Ministry of Education and leads to the Moroccan Baccalaureate at the end of Year 13; certificates are awarded at the ends of Years 6, 9 and 13. The Moroccan Programme runs from Year 2 to Year 13, with Year 11 comprising Arabic and French language studies and Islamic education and philosophy, and Year 12 offering science or economics pathways. The Cambridge pathway provides IGCSE for Years 10-11 and AS/A Levels for Years 12-13, with Cambridge examinations administered by Cambridge Assessment International Education. The school has been the sole Cambridge examination administrator in Morocco since 1998 and is part of Inspired.

The Cambridge IGCSE and AS/A Level examinations are administered at Khalil Gibran School, which has been a Cambridge assessment centre in Morocco since 1998. IGCSE is offered for Years 10-11 and AS/A Levels for Years 12-13, with exams conducted under Cambridge Assessment International Education. All IGCSE and IAL subjects are taught mainly in English. The school reports a 100% pass rate in regional Cambridge examinations.

University counselling is provided as part of a comprehensive support program. One in three Inspired students is accepted to a Russell Group or Ivy League institution, and 90% go on to attend their first-choice college. Counselors help with university research, applications and interview techniques, with exclusive partnerships with Arete Educational Consulting and The Classroom Door for US and UK admissions guidance.

An Inspired School focuses on holistic development through the Three Pillars: Academics, Sport and Performing Arts. This approach aims to develop global citizens and help students realise their potential. The school emphasises social, emotional, and personal growth alongside academic achievement. The Sports Pillar supports social, emotional, mental and physical well-being through its PE curriculum and wide range of activities. The curriculum fosters confidence, critical thinking, and independence, and students benefit from a global community within the Inspired network, including overseas experiences that broaden social growth.

The Safeguarding and Child Protection Policy includes a dedicated section on Special Educational Needs, Disability & Accessibility (SENDA). The policy recognises the school's responsibility to identify and support children with additional needs as part of safeguarding and welfare commitments. It outlines a framework for identifying and supporting pupils with SEN within the safeguarding structure and assigns responsibilities to staff for this work. The policy emphasises staff involvement and reporting of concerns related to safeguarding and SEN needs. It notes that parents are informed about safeguarding arrangements and that the policy is accessible on the school site.

The school delivers a trilingual curriculum in Arabic, English and French as part of its dual Moroccan/UK education. The Moroccan Programme is delivered in English, Arabic and French, building on students' multilingual skills. The school describes itself as offering trilingual tuition across programmes. This multilingual approach prepares students for higher education opportunities in Morocco and internationally. The curriculum options include Moroccan Programme and Cambridge International pathways, underscoring multilingual instruction across levels.

The Inspired School pillars include a focus on mental wellbeing as part of the holistic approach to education. The Sports Pillar represents physical health and our commitment to the social, emotional, mental and health well-being of students. The school emphasises developing confidence, resilience, and social-emotional skills through PE and extracurricular activities. A holistic curriculum focuses on Academics, Sport and Performing Arts to support students' mental wellbeing and overall development. The global community and overseas experiences contribute to well-being by broadening horizons and social connections.

The school has a Safeguarding and Child Protection Policy adopted in August 2024 and last reviewed in March 2025. It identifies designated safeguarding leads: Senior Designated Safeguarding Lead Mrs. Leanne McNamara; Designated Safeguarding Lead Mrs. Hanane Lahmil; Senior Designated Lead for ELS and Primary Mrs. Kafui Gbesemete; Deputy Designated Safeguarding Lead Mr. Vishal Ganguli; Deputy Safeguarding Lead Miss Ruth Perez Esteban. The policy states safeguarding is a shared responsibility and requires staff to report concerns to a DSL. It provides procedures for managing concerns and reporting abuse, including involvement of external agencies when needed. Parents are informed of safeguarding arrangements and the policy is accessible on the school site.

1. Curriculum, languages and entry readiness: Khalil Gibran School Rabat offers two curriculum pathways, Moroccan International Baccalaureate and British Curriculum, for children from 3 to 18 years old. English, Arabic and French are used as languages of instruction. Students entering must have age-appropriate fluency in English to participate in the curriculum. Entry dates must not be more than one year ahead of the application date.

2. Application requirements: The Admissions Application Form must be completed in full and signed by a parent or legal guardian. Submit a copy of the child's passport, the most recent school report (in English or translated), vaccination records, four passport-sized photographs, and copies of the child's National ID or Residence ID, along with a signed Parent Contract and the non-refundable Registration Fee. Additional documents such as medical or educational reports may be requested where relevant.

3. Submitting the application: Applications can be submitted by hand or scanned and emailed. The date the completed application is received determines the applicant's initial place on the waiting list. A separate application is required for each child.

4. Initial review and availability check: After receipt, the School checks that the entry date is within one year and whether a place is available in the appropriate year group or likely to become available within a year. If entry within a year seems unlikely, the parent is informed that the child will be assessed for a place on the waiting list only and the most recent school report will be requested. If a place is available, the School proceeds to verify the information and supporting documents. If items are missing, the parent is asked to provide them.

5. Assessment scheduling: When all required admissions documentation is submitted, the Admissions team will contact the parent to schedule an entry assessment test. In certain circumstances, such as a pandemic, the student may be assessed based on the most recent school report. The assessment aligns with the year group for which admission is sought.

6. Admissions criteria and readiness testing: Admissions require the student to be able to cope with the curriculum. The following must be completed: a fully filled Admissions Form with medical information, copies of passport and IDs, school leaving certificate, vaccination and medical records, and signed Parent Contract. Assessments measure readiness in English, Mathematics, Non-Verbal Reasoning and Spatial Ability; satisfactory references from previous schools; and payment of the required fees (Registration, Educational Technology Fee, and Tuition). For Sixth Form entry, GCSE results (or equivalent) and typical grades in intended A-level subjects are considered, with conditional offers common.

7. Normal application timeline: The School accepts students throughout the year, but for a September start the usual process begins in October of the preceding year. If applications exceed places, admissions may close at the School's discretion; places for September are usually finalised by the end of the academic year.

8. Assessment process by year group: Entry assessments are designed to match the year group's curriculum. FS1/FS2 involve observation on site; Year 1-2 assess conversational skills and social behavior; Year 3-6 assessments are usually exam-style with Maths, English, Non-Verbal Reasoning and a short writing task; Year 7-10 assessments are online or on-site with similar components plus a short essay; Sixth Form involves online assessments, a written essay and consideration of prior work; Applicants may be interviewed or provide additional evidence as needed.

9. Decision outcomes: After assessment, the School determines whether to offer an unconditional place, a conditional offer or non-admission. Conditional offers link to specified conditions and require additional evidence to show conditions have been met; final decisions are communicated by the Headteacher and recorded in the student file.

10. Waitlists: Waitlists exist for most year groups with a rolling system. If no place is available, applications remain on the Waiting List until a place becomes available; Year 10 and Year 12 entries are typically prioritised at the start of the academic year and no later than October, subject to Executive Headteacher approval.

11. Enrollment and onboarding: If a place is accepted, the Parent Contract is signed and the Registration Fee paid. Enrollment is not final until the Registration Fee and First Term Tuition are paid. The School may withdraw an offer if deadlines are missed. The first term invoice is issued after enrollment is confirmed.

11. Waitlists exist for most year groups; the waitlist operates on a rolling basis, with applications remaining on the list until a place becomes available throughout the academic year. Waitlists close when maximum numbers are reached. For Year 10 and Year 12, entry is typically preferred at the start of the academic year and no later than the end of October, subject to Executive Headteacher approval.

EMC operates across three campuses in Casablanca: Californie Campus (Head Office) at 6, Lot Hanane - Bd Panoramique, 20150 Casablanca, Morocco; CIL Campus at 58, Rue d'Ifrane, 20000 Casablanca, Morocco; and House of Youth Campus at 330 Espace Labissa, Bouskoura, Morocco.

1-11 years (Californie Campus); 1-6 years (CIL Campus); 11-19 years (House of Youth Campus).

Montessori school

United Kingdom (British curriculum alignment; British Schools Overseas accreditation in 2022)

Not allowed at EMC include bodysuits; button-down shirts; overalls; jumpsuits; tight pants with zippers or buttons; tights; dresses with buttons at the front or back; and lace-up shoes. Also not allowed are pacifiers; baby bottles; stuffed animals or toys; clothing with Disney or cartoon motifs; jewelry; and unfinished food or drinks.

All meals are prepared in EMC's kitchen by Meriem, the chef, and her two helpers. Meals are composed with fresh seasonal vegetables and proteins (fish, chicken, beef, turkey), slow‑release carbohydrates (cereals, pasta, rice, bread), seasonal fruits, and low fat. Ketchup and chicken nuggets are homemade, and deep frying is avoided. The lunch menu is updated on Mondays.

The school operates a House of Youth campus for 11–19 years. The House of Youth is referenced on the staff page as a distinct team, indicating a house-based grouping and activities.

EMC follows a Montessori-based curriculum across three age bands. Early Childhood (1–6 years) includes Toddler Community (1–3) and Primary Community (3–6), with Practical Life Skills, Sensorial Exploration, Language and Literacy, Mathematics, Cultural Studies, individualized learning, guided discovery, and active parent engagement. Blended Program (6–11 years) uses Cosmic Education, is divided into lower and upper elementary, and holds British Schools Overseas Accreditation (2022); the curriculum objectives are rooted in Montessori and aligned with UK National Curriculum benchmarks. Progressive Program (11–19 years) is a New Education for a New World; it is aligned with the British curriculum, with core subjects English, Maths and Science, options in humanities, wider sciences and practical subjects such as Art and Design and Design Technology; it emphasizes cross-curricular themes and experiential learning, with a broad range of clubs and extracurricular activities.

PSHE and Citizenship enable children to become healthy, independent and responsible members of society. They are encouraged to contribute to the life of the school and the wider community, developing a sense of self-worth. They learn about healthy lifestyles and safety, understand what makes for good relationships, and gain respect for themselves and others. They become independent and responsible members of the school community and active participants in a democratic society. PSHE and citizenship are linked to cross-curricular learning and include components such as drugs education, dealing with bullying, health and safety, equal opportunities, and spiritual, moral, social and cultural development.

École Montessori Casablanca's SEND policy states that Montessori environments cater to the needs of all children and are respectful and supportive of each child's learning abilities. When a student has SEND, a learning support program is offered, including adapted reading approaches such as an Orton-Gillingham approach. If a student receives a diagnosis, teachers and the school work with psychologists, tutors, etc. to ensure a unified system of support for the child. The school uses an Assess, Plan, Do and Review SEND support cycle with progress monitoring and ongoing involvement of parents. If progress remains inadequate, external agencies may be involved to tailor support, while the school aims to remove barriers to learning and ensure inclusion.

The Curriculum Support Policy provides ESL as a dedicated support curriculum for students not fluent in English for 1 to 3 academic years. Small ESL groups are used when numbers permit; one-on-one ESL is only envisioned for a quarter, with differentiated instruction within peer groups when possible. Families are encouraged to arrange additional English classes after school, with the aim of boosting English proficiency within about one year. For neuro-atypical students or those with a diagnosed condition, extra classes may be provided within the Montessori framework, with a SEN plan agreed by SEN/DSL and teaching staff.

PSHE and Citizenship promotes personal, social and health development to help students become healthy, independent and responsible; the program supports self-confidence and self-esteem and enables informed personal and social choices. It teaches healthy lifestyles and safety, helps students form good relationships, and fosters respect for self and others. Students are encouraged to participate in democratic processes and community life, developing resilience, emotional development, and a sense of belonging within the school. The approach integrates cross-curricular elements and cross-cultural awareness as part of holistic wellbeing.

Safeguarding is the action taken to promote pupils' welfare and protect them from harm. The school commits to acting in the best interests of pupils and staff, providing a safe, welcoming environment and remaining vigilant to signs of abuse or neglect. EMC implements safeguarding measures including defined roles, safe recruitment, staff training, and formal procedures for reporting concerns, with a Designated Safeguarding Lead (DSL) and Deputy DSLs and emergency contacts. The DSL and deputies receive safeguarding training and updates every two years, and all staff receive safeguarding training at least every three years; pupils are informed about who to talk to and how to report concerns. The school supervises pupils, controls access for visitors, and encourages listening and reporting through channels such as whistleblowing; the Safeguarding Policy is reviewed annually and aligned with broader child-protection standards.

Step 1: School visit and introduction to EMC. A school visit introduces EMC and the Montessori method. Families are informed about EMC's non-discrimination policy during the visit. Eligibility by environment is determined by observation, with Toddler Community for ages 1–2, Primary up to 3.5 years, Elementary 6–7 years, and Erdkinder around 12. Step 2: Submission of the application. The application is submitted along with required documents. Documents required include the Application Form, an ID (birth certificate or passport), a recent photograph, a Health Form, and Previous School Records (if any); recommendations for the Adolescent Program may also be requested. Enrollment forms and related documentation are available for download. Step 3: Parent observation. The parent observes the child in an EMC environment. The observation is conducted to inform placement decisions. Step 4: Pupil observation. The child is observed by EMC staff to assess readiness and placement. Observations inform placement decisions. Step 5: Notification of decision. Notification of the admission decision is given. The Head of School communicates the outcome to the family. The decision is communicated to the family.

The Casablanca campus is located at Douar Drabna Bloc D, Bouskoura, Casablanca, Morocco. It is part of London Academy Morocco, which also operates a Rabat campus. Office hours are Mon–Fri 9:00–17:00 and Saturday 9:00–12:00.

EYFS to Year 9. The school follows the National Curriculum / EYFS framework in England.

The school is a private international school inspired by the British education system, with campuses in Casablanca and Rabat.

Mon–Fri: 9:00–17:00; Saturday: 9:00–12:00.

The school has a formal uniform. EYFS–KS1 wear white polo shirts with a bottle-colour reversible fleece jacket and bottle-colour knitwear. KS2–KS5 wear white shirts or blouses with a tartan pinafore or skirt for girls and grey trousers or shorts for boys, with a green blazer and tie for older year groups; all items display the school logo.

The school has a House System with four houses: Java, Python, PHP, and C

. Students earn points in house events and redeem points at the student store.

London Academy Casablanca is privately owned as a private international school. The head of school is Samir Benmakhlouf Ph.D.

London Academy Casablanca offers a British-style curriculum based on the UK National Curriculum, Edexcel, and Cambridge International frameworks. From Nursery and Reception (Early Years Foundation Stage) through Year 9, the curriculum includes English, Maths, Science, Humanities, PE, French, Arabic, Creative Arts and Computing, preparing students for IGCSE, NCUK and A Level programs. The school provides IGCSE and Sixth Form/NCUK pathways toward further study. It employs digital learning with a 1-to-1 device policy from Year 2 and uses platforms such as ActiveLearn and Century to support teaching and learning. The curriculum is organized into six key stages, including Sixth Form/NCUK, and aligns with a British education framework across year groups.

Casablanca Campus highlights IGCSE achievements, including IGCSE French listed as highest in the world and IGCSE Business, Maths and Combined Science listed as highest in the MENA region (grades 24–25 are noted in the results).

Elite@LAC program concludes with the British Baccalaureate (IGCSE and A Level), equivalent to the Moroccan Baccalaureate and enabling access to top universities worldwide.

Elite@LAC is a program for high-achieving Moroccan students selected based on top grades, delivered in a fully English-speaking environment and culminating in IGCSE and A Level qualifications.

Provides a happy, safe, and caring environment for all individuals and partners with parents to develop children educationally, morally, spiritually, physically, and socially.

Taught within the National Curriculum / EYFS framework in England; English, Maths, Science, Humanities, PE, French, Arabic, Creative Arts and Computing are offered; school operates a trilingual curriculum including English, French and Arabic.

Fosters high self-esteem and respect and supports learning through project-based and technology-based tools within an inclusive, safe environment.

Provides a happy, safe, and caring environment for all individuals.

Enrollment is online via the ENROLL NOW form. An Admissions Policy is published on the Policies & Key Documents page.

Casablanca, Morocco. The school is located in the Val d'Anfa district, in the heart of Casablanca. Address: 1, rue de Témara, Val d'Anfa, 20000 Casablanca.

Kindergarten through high school (K-12).

International school serving students from kindergarten to high school; tri-lingual program in French, English and Arabic, with Cambridge English; member of Globeducate network.

The school has an official school uniform. The uniform is mandatory for all students, and clothes must be labeled with the student's name; students who do not wear the official uniform are not admitted.

The cafeteria operates four days a week (Monday, Tuesday, Thursday and Friday). The school provides a school meals service managed by Newrest (ISO 9001 and 22000 certified). Meals are cooked on site at the school. Students are supervised during the meal service; meals are prepared daily by the chef and team using fresh ingredients delivered to the school every day. Meals are supervised by a dietitian and the school administration.

Part of the Globeducate international network.

The school offers a trilingual program (French-English-Arabic) from kindergarten through high school, combining international pedagogical approaches with the Moroccan curriculum framework. It prepares students for the Moroccan Baccalaureate with International Option (BIOF). Students study in French, English, and Arabic.

Approximately 13:1 (536 students and 42 teachers for the 2024/2025 school year).

100% of students passed the Moroccan Baccalaureate in 2025.

The school places the well-being of your child at the heart of its project through a positive and differentiated pedagogy. From their youngest age, students evolve in an international environment and develop curiosity and interest in all cultures, becoming open-minded citizens aware of global issues.

From kindergarten, students receive a perfectly trilingual education in French, Arabic and English. French language instruction follows an enhanced program from the earliest grades through to lycée. Arabic is taught with modern and positive pedagogy, and the school has partnerships with international organizations such as QRTA (Queen Rania Teaching Academy). English instruction follows the Cambridge International program, and at the end of each cycle, language certificates are offered that are internationally recognized and aligned with the CEFR (Common European Framework of Reference for Languages) as Cambridge Assessment English.

The school hosted a conference on positive discipline and the importance of coordination between parents and teachers for the well-being and flourishing of children.

1. Initial Inquiry and School Tour Booking
Parents begin the enrollment process by completing the online visit request form on the school's admissions portal to provide contact details and preferred dates. This system allows families to schedule either an in-person campus tour in Casablanca or a virtual visit if they are currently residing abroad. Parents should be aware that this step is designed to help families observe the school's environment and discuss the pedagogical project with the staff. The team uses the submitted form details to organize the subsequent steps of the registration sequence based on the child's age group.

2. Application Submission via the Registration Portal
Following the initial inquiry, parents must formally submit an application through the digital portal found on the registration page of the website. During this stage, families upload the required academic records, identification documents, and student history forms. Parents must be aware that initial enrollment requires the payment of a non-refundable first-time registration fee, known as the Droits de Première Inscription (DPI). However, families enrolling multiple children receive a twenty-five percent discount on this specific fee starting from the second child onward.

3. Age-Specific Evaluations or Parental Interviews
Applicants are then scheduled for age-specific evaluations or parental interviews to determine readiness and ensure appropriate class placement. For children entering Petite or Moyenne Section, parents attend an interview with the School Director, and they must note that children must be fully toilet-trained to be admitted without diapers. For older grades, primary and secondary applicants undergo confidential entrance tests assessing French language proficiency, logic, and reasoning skills. Parents should know that instructions during these sessions are given exclusively in French, making language fluency a key factor in the selection process.

4. Admissions Decision and Final Enrollment
Once evaluation results are processed, the school issues an admission decision based on student performance and class capacity limits. To secure the offered seat, parents must finalize the administrative dossier and complete the required fee payments within the specified timeframe. Parents must remain aware that all school fees are billed on a term-by-term basis, meaning that any academic term commenced is fully due. Consequently, registration and tuition fees are non-refundable once a term begins, even if the student leaves the institution early.

The school does not offer standard merit-based or need-based academic scholarships to the general public through its admissions framework.

École Trilingue Internationale does not operate a conventional, chronological waitlist or pool system for applicants.