Changing educational systems is an important step for any student. Parents naturally want to know whether their child will be academically prepared and how easily they will settle into a new school.

At International School Zurich North (ISZN), we welcome students from a wide range of educational backgrounds, including Swiss local schools and international programmes such as the International Baccalaureate (IB). We recognise that each student brings their own strengths and experiences, and take the time to understand their previous learning. This allows us to anticipate their needs, provide individual support and ensure they feel welcomed and well prepared from the moment they join us.

What can students expect from the British Curriculum?

At ISZN, students follow an academic pathway leading to internationally recognised IGCSE and A-Level qualifications. IGCSEs provide a broad foundation across different subjects, while A-Levels allow students to specialise according to their interests and future ambitions. Families can learn more about these qualifications through Cambridge International’s IGCSE overview and our article, ISZN’s British Curriculum Explained: From IGCSE to A-Levels.

Students joining from other educational systems often encounter different academic expectations. The British Curriculum combines clearly defined subject content with academic depth and regular assessment. As students approach their IGCSEs, examination preparation becomes an increasingly important part of their learning.

In our experience, students from different educational backgrounds may need time to become familiar with this structure and level of academic rigour. ISZN teachers help them understand what is expected, introduce unfamiliar assessment methods and provide targeted support where needed. Students are guided through these adjustments while being encouraged to meet the academic standards of the programme.

How easily do students adapt when joining from the IB?

Students joining ISZN from IB Primary Years or Middle Years Programmes often bring well-developed inquiry and independent learning skills. These provide a valuable foundation for their studies within the British Curriculum.

One of the main adjustments is becoming familiar with more prescribed subject content and the requirements of external examinations. Our teachers introduce students to the assessment formats they will encounter and help them apply their existing knowledge within clearly defined subject expectations.

For example, a student arriving from an IB Middle Years Programme may be comfortable exploring concepts independently. As they enter the IGCSE programme, teachers help them use this ability to develop the depth of subject knowledge needed for examinations. Any differences in previously covered material are addressed through focused teaching and preparation.

Families wishing to explore how the two approaches differ can read our article, British Curriculum vs. IB Programme: Which Pathway Fits Your Child Best?.

What about students joining from Swiss schools?

Students transferring from Swiss local schools often bring a strong academic foundation. Much of their previous learning provides a good basis for the British Curriculum, although the sequencing of topics and assessment approaches can differ.

For students who have followed Lehrplan 21 or attended a Swiss Gymnasium, our teachers build on their existing subject knowledge while introducing the requirements of the IGCSE programme. Where curriculum content differs, they help students become familiar with new topics and prepare for the assessments ahead.

Learning in English may also be an adjustment. Many students already have strong English skills, while others benefit from additional support with academic terminology, particularly in mathematics and science.

For families considering their options within Zurich’s education system, our article Beyond the Gymiprüfung: School Pathways in Zurich provides further guidance.

How does ISZN support students learning in English?

Some students joining ISZN have studied in English for years. Others may speak the language confidently but have less experience using it in academic subjects.

ISZN provides language support according to each student’s needs:

  • English as an Additional Language (EAL): Our EAL teachers help students develop the academic vocabulary and language skills needed across the curriculum.
  • Live translation during lessons: Teachers can use technology to translate spoken classroom content and display it on presentation slides, helping students follow explanations while becoming familiar with English as the language of instruction.
  • Pre-learning materials: Subject specialist teachers provide access to key vocabulary and lesson content in advance, giving students the opportunity to prepare for unfamiliar terminology before it is introduced in class.

As students develop their academic English, teachers adapt the support provided, allowing them to take on increasing independence in their learning.

And students arriving from other international curricula?

Students arriving from American, Australian or other international curricula often encounter familiar subjects at ISZN. However, educational systems can differ considerably in when particular topics are introduced and how knowledge is assessed.

Our teachers examine previous learning to establish where students may need additional preparation. This may involve helping a student become familiar with content they have not previously covered or providing greater academic challenge in subjects where they are already well advanced.

For internationally mobile families whose children may have attended schools in several countries, this individual approach helps maintain continuity in their education.

How does ISZN help students settle into their new school?

Joining a new school also means building friendships and becoming comfortable in a different environment. For students who have recently moved to Switzerland, the school community can play an important role in helping them feel at home.

ISZN’s small class sizes allow teachers to get to know students individually from the outset. Through regular check-ins, they take an active interest in how new students are settling in, offering encouragement and addressing concerns early.

This personal attention is supported by a structured approach to monitoring academic development. ISZN uses baseline assessments to understand students’ starting points, followed by regular progress reviews. These assessments help teachers track each student’s development over time and evaluate their progress in relation to their individual starting point. The article, Understanding Value Added: How ISZN Measures Academic Progress, explains this approach in more detail.

Teachers also maintain close communication with parents, sharing observations and working together to support each child’s wellbeing.

Within ISZN’s international community, new students have opportunities to connect with classmates who have experienced similar changes. Through intentional student pairing by Homeroom and class teachers, to inclusion in school sport, cultural clubs and leadership platforms, our team works to ensure they become involved in school life, encouraging friendships and a sense of belonging from the beginning.

Next Steps

If you are considering ISZN for your child, our Admissions team would be delighted to discuss their educational background and how we can support them in joining our school.

Contact our Admissions team to learn more or arrange a visit to ISZN.