Compare Pearson Edexcel IGCSE International Schools in Morocco

Marrakech, Morocco. Address: Campus Britannique, Avenue Masmoudi, Targa I 40000.

Early Years, Primary Education, Secondary Education.

The school is coeducational, non-denominational and philanthropic; it is a fully accredited British Overseas School with English-language education.

The school is a British Overseas School and was the first British school recognised by the UK Government in Morocco.

Non-denominational.

School hours: Nursery 8:15am–2:15pm; Reception–Y13 8:15am–3:15pm. Admin hours: 8:00am–5:00pm.

Uniform fees are included in the registration and re-enrolment fees.

Canteen is payable to an external provider in advance; not payable if your child brings a packed lunch or snacks.

The House System recognises each pupil as an individual and supports their needs, potential, and abilities. It also contributes to a sense of belonging beyond the classroom.

The school is privately owned and philanthropic, not-for-profit; the proprietor is Prof. Tariq Obaid; an Advisory Board of Governors provides strategic direction and holds the executive to account without day-to-day management.

From ages 3 to 18, BASM follows the English National Curriculum. The Early Years Foundation Stage (Nursery and Reception) through Key Stages 1–4 (Years 1–13) are mapped to the English system. Sixth Form provision will be introduced in September 2024 for Years 12–13. Entrance to Sixth Form requires a good iGCSE/GCSE record—at least grade 5 (C) or above. Examinations culminate in Edexcel iGCSE and international A level qualifications. The school uses the EYFS and the National Curriculum for England and Wales as the teaching framework.

The British Academy School Marrakech places pupil welfare and wellbeing at the center of its approach. Pastoral care is central, with staff providing a familiar point of contact to listen, challenge, and engage pupils in learning inside and beyond the school day. The House System recognises each pupil as an individual and supports their unique needs, potential, limitations and capabilities.

The school has an Inclusion Policy - SEND to support pupils with special educational needs.

Immersion in the English Language is usually sufficient for children to quickly develop proficient English language skills. Extra support may be needed for children entering primary school with little English. In Year 1 to Year 6 there is an assistant teacher in each class with additional English language support provided where necessary.

The welfare and wellbeing of pupils is the priority. Pastoral care is central to BASM, providing a familiar adult to listen, challenge, and engage learners. The House System recognises and supports pupils as individuals, contributing to their emotional and social development.

The school is committed to safeguarding and promoting the welfare of children and young people and expects all staff to share this commitment. All applicants should read the school's Safeguarding Statement and are required to declare any concerns. Applicants must be willing to undergo child protection screening appropriate to the post, including checks with past employers and the Disclosure and Barring Service (DBS) or equivalent. BASM Safeguarding Statement (pdf).

Step 1. Register your child by printing the BASM Admission Form and returning it to the school, or by submitting details via the online contact form. To register interest and receive a callback from the school to discuss the application in more detail, complete the BASM Prospective Parents information form. A Registration Form 2025-2026 is downloadable for use in the process. Step 2. The admissions process includes age-appropriate interviews and, where applicable, entrance tests. Early Years (3+): All applicants attend an interview with the Head of School before formal acceptance. Primary (5–11): Applicants meet with the Head of School; in Years 5–6 a formal entrance test may be required. Secondary (11–18): Applicants and at least one parent attend a formal interview; a formal entrance test is required; prior school records are reviewed and English language proficiency is assessed. Step 3. Documentation: Provide the school records for the two preceding academic years and any documentation regarding English language proficiency. The school may contact the applicant's previous school prior to acceptance. Step 4. Waitlist: Class sizes are limited; there is a waiting list for full year groups. Waiting list placements are determined by the date of application, with early applications improving the chances of securing a place.

The school maintains a waiting list when year groups are full; places are limited and allocated on date order. If multiple applicants compete for a single place, the date of application determines priority; early applications are encouraged to avoid disappointment.

Casablanca, Morocco. The historic campus offers a balanced education with modern technology and traditional methods. Students perform in the Mohamed Guessous theater and explore cutting-edge fields like robotics.

Early Years; Primary; Lower Secondary; Upper Secondary

British international school (British School Overseas) with Cambridge Assessment International Curriculum

Morocco

The school is owned by Media Experts. It is accredited as a British School Overseas.

The curriculum is English, spanning Early Years to Year 13. It follows the Cambridge Assessment International Curriculum and includes Moral, Social, and Cultural Studies, Arabic, and Islamic Studies, aligned with Morocco's Ministry of Education guidelines.

JDBIS celebrates each child's uniqueness and talents, and diverse classes and activities help students excel and discover new abilities. The Cambridge Assessment International Curriculum guides the program to foster personal growth. The Learner Profile highlights Open-minded, Educated, Creative, Reflective, Leader, and Communicator qualities to shape social and emotional development.

Safety and well-being are our top priorities, with constant supervision and care for our students.

Safety and well-being are our top priorities, with constant supervision and care for our students.

Step 1: English and learning capacity assessments are conducted to gauge program compatibility. Step 2: The Cambridge Assessment International Curriculum is used by the school. Step 3: Interviews with parents and children ensure a genuine partnership; strong parental involvement correlates with successful learning.

P3020 Route Sidi Messoud, 20000 Casablanca, Morocco. The school is located on Route Sidi Messoud in Casablanca.

From 3 to 18 years old; EYFS (Nursey & Reception), Junior School, Prep School, and Senior School.

British international school

Over 57 nationalities represented.

Pastoral care and safeguarding support including emotional health and wellbeing (PHSCE) education.

United Kingdom

Uniform is formal and required across all year groups. Early Years: black formal shoes; blue tights for girls and navy-blue socks for boys. Primary: black formal shoes; girls wear a blue blazer, blue tights, a school skirt, white blouse, and a school tie; boys wear grey trousers, white shirt, blue blazer/overcoat as needed, and a school tie. Secondary: black formal shoes; girls wear a blue blazer, skirt, white blouse, and tie; boys wear grey trousers, white shirt, and tie; overcoats, hats, and scarves are used as appropriate; PE kit is required in both summer and winter.

The canteen offers daily hot meals with a rotating menu. The March 2026 menu includes dishes such as lasagne, chicken strips with roquefort sauce, merguez, chicken couscous, and various meat and vegetarian options, with colour codes indicating allergens (gluten, dairy, egg, seafood).

BISC uses a four-house system: Bath, Cambridge, Oxford, and Warwick. Every student is placed in a House with a Head of House, siblings are kept in the same House when possible, and House events span sports, quizzes, and academics, with House points contributing to a termly cup.

The British International School Casablanca is governed by a Board of Governors. Founding Chairman is Ahmed El Fehdi; Chair of the Board is B. El Fehdi; Board Members include M. El Fehdi, S. Laing, R. Pick, and Youseff Bouabidi (Managing Partner at Omnipact Expert Comptable).

Within the Primary section, the Cambridge International Primary Curriculum guides learning across core subjects including Art & Design, Digital Literacy, English, ESL, Mathematics, Music, Physical Education and Science. Staff blend elements of the English National Curriculum in Year 6 to prepare students for life in the Secondary School. History, Geography and Global Perspectives follow the English National Curriculum; French and Arabic are taught to Moroccan National Curriculum standards. Robotics and Computer Coding are introduced as a stand-alone subject for 2024–2025. From 3 to 18 years old, the school provides a Cambridge-based curriculum spanning Primary to Senior School to support progression.

Examination results are published for iGCSE and A/AS levels. iGCSE results (2022–2025) show a pass rate at A-G of 97% in 2022 and 100% in 2023, 2024 and 2025. In 2025, iGCSE A-A was 38%, A-B 64%, A-C 81%, A-D 86% and A-E 100%. AS Level results (2022–2025) show A grades at 58% in 2022, 7% in 2023, 36% in 2024 and 33% in 2025; A-E pass rates were 100% in 2022, 71% in 2023, 98% in 2024 and 100% in 2025. A2 Level results (2022–2025) show A-A from 27% in 2022 to 46% in 2025; A-C from 54% in 2022, 63% in 2023 and 90% in 2025; A-D from 75% in 2022, 76% in 2023 and 94% in 2025; A-E from 82% in 2022, 100% in 2023, 94% in 2024 and 100% in 2025.

All Year 13 students progress to tertiary education. Destinations span the UK, Europe, Canada, the USA and Morocco, including universities such as University College London, SOAS, ESCP Business School, Keele University, Warwick, Westminster and Regents University London, Rabat University and others during 2022–2025.

Gifted and Talented is defined as students with academic ability significantly above the year group average, or those with talents in Art, Music, Dance, Drama or Sport significantly above average. The SENCO coordinates provision, working with teachers and teaching assistants to implement it. Elite Programmes provide enrichment for those gifted in sports (basketball, football and swimming) and other learning enhancements are supported through school policies that emphasise differentiation and higher-order thinking.

Pastoral wellbeing provides a holistic approach to student development, integrating academic and personal growth from age 3 to 18. PHSCE education focuses on emotional health, physical health, healthy living, living in a community, and preparation for the future. Studying these life skills outside the curriculum helps students develop resilience and the ability to navigate friendships, emotional wellbeing, and change, preparing them for life beyond school. The aim is to empower students with essential life skills alongside their academic progress.

The Special Educational Needs and Disability Policy commits BISC to an inclusive British-style education with high expectations for all learners. All schemes of work consider the ages, aptitudes and needs of students, including those with special educational needs, to enable learning and progress. Four broad areas of need are recognised: communication and interaction; cognition and learning; social, emotional and mental health difficulties; and sensory and/or physical needs. Provision follows a four‑part plan (Assess, Plan, Do, Review) with a three-level Staged Intervention, and may include Learning Support Assistants. The policy states that all learners have the right to needed support, with additional funding for some services or equipment where required, and admission may be declined if needs exceed capacity.

The curriculum is delivered in English and students should demonstrate age-appropriate fluency in speaking and writing, with at least one parent able to communicate effectively in English. Admission may be granted to EAL students whose learning requirements can be met within the mainstream classroom without significant additional intervention. Enrollment into the Primary School includes assessment of language, literacy and maths skills for those with EAL needs, and placement decisions follow assessment. Secondary entry involves English and maths evaluations and a structured interview.

Pastoral wellbeing emphasises a truly holistic education, with emotional health, physical health, healthy living, community living, and preparation for the future as core aspects. The program builds life skills outside the curriculum to help students thrive now and in the future, including dealing with friendships, emotional wellbeing and change, and developing emotional resilience to face life's challenges.

Safeguarding the welfare of students is everyone's responsibility at all times. All staff have a duty to safeguard students and provide a safe environment, ensuring every student feels safe, happy and able to flourish. Safeguarding is embedded in daily practice, and students can speak up with confidence knowing they will be listened to and supported. A designated safeguarding lead and a team of deputies oversee policies and processes to respond to concerns in a child-centred way.

1. The school offers a Cambridge curriculum for children aged 3-18. The curriculum is delivered in English and students are expected to demonstrate age-appropriate fluency in speaking and writing. At least one parent/guardian must be able to communicate effectively in English. 2. Admissions priority may be given to students from another British educational institution; the school welcomes students from all nationalities and backgrounds, with representatives of more than 22 countries. Admissions priority may also be given to siblings and to those returning to BISC after a period at another school. 3. Admission may be granted to EAL (English as an Additional Language) students whose individual learning requirements can be met within the mainstream classroom without significant additional intervention. Copies of recent school reports and, from the current (or previous) school, a confidential reference are requested. 4. ENROLLMENT INTO THE PRIMARY SCHOOL: Age-appropriate Language, Literacy and Maths skills are assessed for those with EAL needs, or for children with an educational background outside the British system. Out-of-year placements will only be considered in exceptional circumstances after consultation with an assessment by the Head of the Primary School and the Admissions Head. 5. ENROLLMENT INTO THE SECONDARY SCHOOL: Years 7-9: There is an entrance examination in which students complete an English test and a maths written assessment. Those who are not able to access the curriculum sufficiently well will not be accepted. A one-to-one interview is also conducted with the Admissions Department and the Key Stage Leader. 6. Years 10-11 (IGCSE): Enrolment onto IGCSE courses, and transfers from other GCSE or IGCSE courses, can be complex and need to be considered on an individual basis. Beginning this two-year course more than six months after it starts (March of Year 10) is often impractical as catch-up can be very difficult. The expectation is that most students will progress into Years 12 and 13 to study A-levels, although this is not automatic. 7. Years 12-13 (A-Level): Admission to the A-Level Programme depends on the ability to cope with the demands of a challenging course. The usual minimum academic attainment for entry to Year 12 is 5 A-B GCSE/IGCSE awards (or equivalent). These would usually include English and Mathematics and at least a grade B in any subject to be studied. 8. From 3 to 18 Years Old: ADMISSIONS OPEN. Click here to apply.

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 school is located in Ain Sebaa, Casablanca, at 76 Rue Abdelhamid Bnou Badiss, Casablanca 20590. Phone numbers are 05223-43757 and 06611-52846, and the email address is contact@islespalmiers.ma. The campus is situated in the Ain Sebaa area of Casablanca.

The school provides all cycles from kindergarten through high school.

The school is an international school with a tri-lingual program and English and French language options.

Morocco

The school is an international institution that offers learners training and education aligned with directives from the Ministry of National Education and Vocational Training and with the requirements of Edexcel and Cambridge International Examinations. It provides a path from age three to the baccalaureate, enabling learners to become critical and responsible members of society. Leaders, teachers, education professionals, and parents work together in a partnership, with a climate of trust and constructive dialogue.

Trilingual program across all cycles from kindergarten through high school, with French and English options; international curricula through Pearson Edexcel, Cambridge International Education and OxfordAQA.

All cycles from kindergarten to high school are available in both French and English.

1. The school offers a trilingual program across all cycles from kindergarten to high school with French and English options. 2. The program runs from age three through the baccalaureate. 3. It is an international institution guided by the directives of the national education ministry and the requirements of accrediting bodies such as Pearson Edexcel, Cambridge International Education, and OxfordAQA. 4. The aim is to develop learners who know their cultural identity while gaining an international understanding. 2. Enrollment and re-enrollment for the 2025/2026 school year are open. For new registrations, a pre-registration process is available. A Google Form link is provided for new registrations. The site provides navigation in French and English to assist with admissions. 3. The school emphasizes holistic development of learners across intellectual, affective, social, and physical domains. It aims to help learners conduct research, think for themselves, communicate, take risks, and acquire knowledge. The school also involves parents in a partnership and dialogue to support students throughout their education.