Compare International Curriculum International Schools in Sweden

Erik Dahlbergsgatan 58-62, 115 57 Stockholm, Sweden. The campus is in Östermalm, in the center of Stockholm. It is housed in an early 20th-century brick, 3-story courthouse renovated in 2011 to create Futuraskolan International School of Stockholm.

Grades F–9; Primary School – Grade 1-5; Middle School – Grade 6-9.

Private international school.

About 340 students representing roughly 55–60 nationalities. The largest contingents come from India, Sweden and the United States; approximately 10–15% are host-country students.

EAL (English as an Additional Language) and Learning Support are provided. The school offers enrollment to learners with mild to moderate special needs, with required psychoeducational reports and testing as applicable.

Authorized by the Swedish authorities; supervised by the Swedish School Inspection under the Swedish Education Act (International Schools).

School hours: Primary 8:30–15:00; Middle School 8:30–15:30 (classrooms open at 8:15).

The school does not provide a bus service.

Dress code is in place; students are expected to dress in a respectful manner.

Healthy lunches are served to all students. Meals are cooked from scratch with local and in-season ingredients. The program promotes balanced nutrition and exposes students to diverse cuisines; teachers eat with students as part of pedagogic lunches.

Independent and non-sectarian.

IPC in Grades 1-5 and IMYC in Grades 6-9, designed by Fieldwork Education, form the core international curricula; the school follows an international curriculum, not the Swedish National Curriculum. The IPC/IMYC are complemented by Common Core standards for Math and Literacy. English is the language of instruction; modern language courses are taught separately. The school emphasizes global and intercultural education. In Grade 9, students complete a six-month Discovery Project as a culminating independent project of the Middle School experience.

Discovery Enrichment classes are offered in Middle School once a week to extend learning beyond the curricular offerings, with sections limited to 25 students. The Grade 9 Discovery Project is a six-month independent project based on the student's interests and talents, culminating in a product or presentation. Through these enrichment experiences, students strengthen research, reflection, creativity and project management skills to prepare for high school.

The school's vision is to be the best stepping stone for future world citizens and to promote an inclusive climate. It supports students who need academic or social assistance and provides accommodations and differentiation to access the international curriculum. Life Skills classes and Social, Emotional Learning help students understand and manage emotions, set positive goals, empathize with others, establish and maintain positive relationships, and make respectful and responsible decisions. The Jigsaw curriculum is used in Primary and Middle School to ensure a consistent approach to social and emotional learning. The Student Support Department coordinates with parents, teachers, the Student Counsellor, special pedagogues, school leadership, and external specialists to tailor interventions and goals for each student.

The school provides accommodation and differentiation to access the curriculum for students in need. Support is provided in Primary and Middle School. A Student Support Department guides students toward goals set by the curriculum programs in place. Interventions vary based on each student's needs and the level of support required, and accommodations are flexible. Student support teachers work with parents, teachers, students, the Student Counsellor, special pedagogues, the school leadership team, and external specialists as needed.

The EAL Philosophy states that the EAL department provides social and academic English skills to empower students to participate in the mainstream classroom and integrate with the community. The EAL Programme uses a combination of pull-out and push-in instruction. Pull-out sessions occur in a smaller classroom to target specific language goals, provide a safe space to practice speaking, and receive individualized instruction. Push-in instruction supports students within the homeroom context and is planned with the classroom teacher. EAL teachers monitor progress in consultation with the class teacher, and students graduate from the EAL programme once they reach a competent standard for their grade; ongoing support remains available if required. In Primary School, EAL supports Grades 1-5 to increase proficiency across English language skills; in Middle School, EAL supports Grades 6-9 to develop content literacy in English; parental involvement is encouraged to extend language opportunities outside school, including maintaining proficiency in the mother tongue.

Mental wellbeing is supported through Life Skills classes and Social, Emotional Learning. These programs help students understand and manage emotions, set and achieve positive goals, show empathy for others, establish and maintain positive relationships, and make respectful and responsible decisions. The School's Student Support Department coordinates wellbeing initiatives and collaborates with parents, teachers, and external specialists as needed. EAL and academic support contribute to students' social and emotional adjustment. Support is provided in the most appropriate setting with clear long-term wellbeing goals.

The policy applies to all Futuraskolan International School of Stockholm employees, management, contractors, students, parents, guardians, and volunteers. Designated safeguarding leads include the Designated Safeguarding Lead (DSL) and Deputy Safeguarding Lead (DSM), with the Principal oversight; contact details are provided for the DSL and DSM. Staff must report concerns or suspicions of abuse within 24 hours; serious concerns are escalated to the DSL, DSM, Principal, and appropriate authorities as required. The policy outlines safeguarding responsibilities, reporting procedures, and confidentiality provisions, including the 3 R's: Recognize, Respond, and Report. Recruitment screening includes local and national police checks for applicants; staff and volunteers are required to undergo safeguarding checks. Safeguards include Staff, Learner, and Community Codes of Conduct, and procedures for safeguarding in school activities.

Altorp Campus is located at Östra Valhallavägen 17, 182 68, Djursholm, Stockholm, Sweden. It sits in Djursholm, a northern suburb of Stockholm. The campus is reachable from central Stockholm by public transportation, car, or bicycle.

Two campuses host different levels. Altorp Campus serves Nursery through Year 6; Ekeby Campus serves Years 7–13.

British international school

The school has 380 students from over 50 nationalities.

English as an Additional Language (EAL) support is provided for as long as necessary.

British

No school bus service is offered.

The school does not have a uniform. Students wear a BISS PE kit for physical education.

The school provides a lunch service on both Altorp Campus and Ekeby Campus; meals are prepared and served by kitchen staff.

The school has a House System. Every member of staff and student is assigned to a House, with House competitions across activities such as basketball, chess and baking.

The school is a non-profit institution managed by Stiftelsen Borgen 2. A Board of Governors elected by parents and staff provides strategic direction and financial oversight. Altorp Campus at Östra Valhallavägen 17, 182 68, Djursholm; Ekeby Campus at Rinkebyvägen 4, 182 36, Danderyd.

Foundation Stage (Ages 3-5) uses the UK Early Years Foundation Stage (EYFS) curriculum. Forest School is part of the program at Altorp Campus. Primary (Ages 5-11) and Secondary (Ages 11-16) follow a British-based curriculum with language options including Swedish, French, and Spanish. Cambridge IGCSEs are taught in Years 10-11, followed by the International Baccalaureate Diploma Programme (DP) in Years 12-13. The school operates on two campuses: Altorp Campus (Nursery–Year 4) and Ekeby Campus (Year 5–Year 13), located in Djursholm and Danderyd.

8:1

IGCSE: A-C 95%; Pass rate 100% (June 2022). IB Diploma: 100% pass rate; highest IB Diploma score 44 out of 45.

Transcripts for university applications include IGCSE results (Years 9-10), DP grades, and predicted DP grades, enabling applications to universities worldwide. The curriculum is designed to enable smooth transition to other English-speaking schools and examination courses around the world.

Student wellbeing is at the heart of learning, fostering emotional resilience, positive relationships, and a strong sense of belonging. The PSHE curriculum and school assemblies underpin social and emotional development and a whole-school approach to wellbeing. The pastoral system supports students through close relationships among staff, peers, and families, and the House system and end-of-term assemblies celebrate achievement and community. The school recognises the experiences of Third Culture Kids and Cross-Cultural Kids to build a family-like environment that supports belonging.

The Inclusion approach is inclusive and non-selective, welcoming students with diverse abilities. The Inclusion Team comprises specialist teachers and learning assistants who provide literacy, numeracy, and study-skills support through individualised and small-group interventions inside and outside the classroom. The school accommodates learning differences including dyslexia, ADHD, and autism, with tailored supports, and offers targeted English as an Additional Language support including small-group lessons. External services such as speech therapy, counselling, and family support are accessible; decisions about more complex needs are made on a case-by-case basis and are funded by parents.

EAL learners are supported through tailored assistance, with an Inclusion Team providing small-group sessions, visual supports, and translators as needed. The curriculum is scaffolded with resources to make learning accessible, and there is emphasis on helping learners develop listening, speaking, reading, and writing skills. The school celebrates multilingualism with library books in multiple languages and events that reflect home languages.

Pastoral care is central to student wellbeing, led by a senior leader with a team including school nurses, counsellors, safeguarding leads, and form tutors. The school places a strong emphasis on mental health within PSHE and offers initiatives such as the Peer Education Project (PEP) to empower students to support their own mental health and that of peers.

The school recognises its moral and statutory responsibility to safeguard and promote the welfare of all children and aims to provide a safe and welcoming environment. It is alert to signs of abuse and neglect and follows procedures to ensure effective support, protection, and justice.

1. Submit Your Application. Apply online using the application form. You'll need recent school reports, copies of passport/photo ID, and any learning support assessments if applicable. Applications are welcome year-round with no entrance exams. 2. Assessment (If Needed). If English language support or learning needs are required, the Head of Individual Needs may schedule a conversation to discuss the necessary support. This is not a test. 3. Receive Your Offer. If space is available and BISS can meet your child's needs, a formal offer letter by email will be issued. The offer includes the year group placement, fees, and start date. For questions about admissions, contact the Admissions Officer.

Waitlists are used when a year group is oversubscribed. Places are offered according to a priority system: 1) siblings of current students (who have been at the school for at least one full term at the time of application); 2) returnees—re-enrolment of previous students within two years of leaving; 3) students of expatriate families, living in Sweden for a limited time; 4) all other applicants according to the first category. BISS teachers' children gain entry and are not waitlisted, subject to spaces being available. Nursery places have priority for children who are three years old before August 31 in the year prior to entering Nursery. Placement on the waitlist does not guarantee entry, and the waitlist position can change as higher-priority applicants are added. If a place is offered and declined twice within an academic year, the name is removed from the waiting list. Early registration is advisable because the date of receipt of the application form and required documentation is decisive when multiple applicants are in the same priority group and only one place is available. Final confirmation of a place will be given as soon as possible.