Brainworks Taunggyi International School

Taunggyi International School is located at 24/12 Kan Baw Za Street, (Wun Gyi Street), Yae Aye Quin Quarter, Taunggyi, Shan State, Myanmar. The campus sits in the heart of Shan State, surrounded by the Shan Hills, about 50 kilometres from Inle Lake. It is in Taunggyi city with local road and urban transport access.

Preschool, Primary, Secondary, and IGCSE level education.

Co-educational; offers boarding facilities for some year groups.

Public information does not list dedicated SEN provisions; the school emphasises holistic development including social, emotional, interpersonal and spiritual growth.

Myanmar.

No formal religious affiliation; the school emphasizes spiritual growth within a broad, non-denominational framework.

Student start/end times are not published publicly. A staff policy indicates teachers sign in before 8:30 a.m. and sign out at 4:00 p.m., suggesting a school day roughly within those hours.

No public information about a school bus service is listed.

Taunggyi International School delivers a Cambridge-based curriculum from preschool through secondary, structured around Cambridge Benchmarks at each stage (Primary Checkpoint, Secondary Checkpoint, IGCSE, AS/A Levels, and Cambridge Diploma levels) within a 12-year cycle designed to complete A levels. External Cambridge assessments include Cambridge Primary Checkpoint and Cambridge Lower Secondary Checkpoint to monitor readiness, with Cambridge IGCSE offered for 14–16 year olds and Cambridge International AS/A Levels for 17–18 year olds. About 70% of the curriculum follows the Cambridge framework, with 30% enrichment drawn from an international curriculum, project-based learning, field trips, and enrichment programs. English is the language of instruction; additional languages offered include German and Chinese, and Myanmar language studies are integrated into the program. Taunggyi International School is affiliated with the Brainworks-Total Group of Schools, supporting a holistic, globally oriented educational approach.

Taunggyi International School describes its approach as holistic and experiential, focusing on social, emotional, interpersonal, and spiritual growth. Safe, engaging and fun learning experiences are provided to help children develop their social, emotional, spiritual, physical, cultural and academic skills. Instructors attend ongoing training with top teacher trainers and life coaches to support staff development in wellbeing and student support. The school anchors learning in the development of social skills built on a strong ethical and moral foundation, balancing intellectual rigor with attention to emotional needs. It promotes community engagement and 21st-century standards to foster wellbeing and responsible citizenship.

Special Educational Needs at Taunggyi International School are defined as disabilities that affect learning, with a broad spectrum and examples such as Dyslexia and Autism. The school has adopted a Special Needs Education Policy to ensure a safe and secure environment for all learners, advocating for early interventions to improve developmental outcomes. Admissions for children with special needs may be considered after careful internal assessment, and the school's ability to educate the child in the mainstream will determine intake; full disclosure of history or condition is required. In some cases, safety concerns may lead to parental consultation and reassessment before readmission, with decisions based on the best interests of the child. The Head of Academics reviews SEN applicants individually, and a shadow teacher may be appointed if needed; learning support may be provided through a Learning Support Program and may involve an In-class Support Plan or an Individual Education Plan (IEP).

English is the language of instruction at Taunggyi International School, and proficiency in English is a prerequisite for learners. The Language Policy confirms that English serves as the language of instruction and communication for the school community, with a multilingual context that includes Myanmar, Chinese and German. Students identified as needing additional English support are provided with appropriate English language acquisition (EAL) classes and are assessed regularly to monitor progress. A team comprising an EAL teacher, a homeroom teacher, and a Leadership Team member collaborates with other teachers to determine placement and monitor progress, with follow-up carried out by the EAL teacher. Support for language learning may be formalized through an In-class Support Plan or an IEP, and the school uses a structured language-learning pathway to support multilingual development.

The school emphasizes holistic development, including social, emotional, spiritual, physical and academic growth, aiming to support students' mental wellbeing alongside academics. Staff receive ongoing training from life coaches and other experts to support wellbeing and student development. The Language Policy notes emotional stability as a target, reinforcing wellbeing within a multilingual, culturally diverse setting. The educational philosophy centers on developing social skills and addressing students' emotional needs as part of a balanced education. Outdoor learning and physical engagement are integral to the program, contributing to overall wellbeing.

The Safeguarding Policy establishes structured procedures for cases of suspected harm and ensures staff understand and fulfill child-protection responsibilities to promote safe practices. It promotes an open culture where staff and students can voice safety concerns and confirms the school's commitment to child protection. All staff have responsibility for implementing the policy, with concerns reported to the relevant Heads of Department and Counselor-level officers, and confidential handling of safeguarding matters. Records are kept separately and safeguarded under data-protection rules, with safeguarding education included in school activities and safety planning for trips and digital use. The policy notes ongoing staff background checks for recruitment and gate-entry procedures for visitors, and it is updated annually to reflect current practice.

1. Placement Testing. All prospective students must sit for English, Mathematics, and Science placement exams for all levels. English oral fluency (Listening/Speaking) is considered critical for admission. A prospective student scoring 70% or above on each examination is deemed prepared for admission; a score of 60% may require additional testing. Additional testing in Myanmar language may be required, and admission to Chinese and German classes may require language testing, though this does not affect admission. Direct admission to Primary-6 and Secondary-2 is not typically granted, except under exceptional circumstances, as those levels align with Cambridge Checkpoint preparations. Placement test dates are typically scheduled in the third week of May for new students and the last week of May for jumpers.

2. Age Requirements. Age guidelines are driven by the target age for graduation at IGCSE levels (16 years old) and A-Levels (18 years old). Candidates who will be more than 21 years old at the completion of A-Levels examinations will not be accepted. Developmental age norms are preferred, but target maximum age limits are considered as guidelines for admission. The school provides specific age ranges and birthdate observations for the 2019-20 academic year.

3. Preschool Students. Preschool procedures differ from primary/secondary entry. Students who have attended 2 years of Taunggyi International School Preschool and are enrolled in the Primary Preparatory Program are expected to continue into Primary 1 with the approval/recommendation of the Head of School or Head of Academics. Students who have attended 1 year of Preschool are expected to take either a kindergarten graduation examination or a placement test before admittance to the primary level.

4. Registration and Enrollment Procedure. Prospective families should visit the front office to understand how the school systems work, then complete the application form and attach required documents, including the child's birth certificate, passport/National Registration Identity Card, visa page (for international students), proof of educational history (and a recommendation from the previous school for Primary and Secondary admissions), and a medical declaration form. If the student is eligible to enroll, families complete the enrollment process by filling out an additional form with details such as Student Name, Age, Health Condition, Parents' Names, NRC/Passport Number, Contact Phone, Address (Residence Evidence), and consent to school rules. The Behavior Code Acknowledgment Form is signed and kept in the student's file to finalize enrollment.

5. Additional notes. The school emphasizes that placement testing, age eligibility, and the enrollment process structure entry into the appropriate program tracks (Play Way, Primary, Secondary, or English-focused programs). Prospective families should plan for May/June testing cycles and be prepared for potential wait times associated with placement decisions. Boarding opportunities are planned as part of the school's long-term offerings.

There is no published waitlist or pool system described in the school's admissions materials. Admissions are described as based on placement testing (English, Math, Science, and language considerations) with May/June testing windows and potential late admissions in exceptional circumstances. A formal waitlist or applicant pool policy is not disclosed on the site.