Chittagong Grammar School (CGS) and Mastermind School in Bangladesh are exemplifying how British curriculum education, combined with cultural integration and extracurricular engagement, can prepare students for global futures while maintaining strong local roots.
At CGS, Ruhbayna Mahmud Chowdhury, Head of the Upper Section, describes her role as a “floating principal,” spending much of her day actively engaged with students and teachers rather than confined to an office. Her mornings often begin with the athletics team as they prepare for interschool competitions, reflecting a belief that sports contribute significantly to developing student resilience and leadership skills. Beyond athletics, Chowdhury balances administrative duties with classroom observations and participation in school events, emphasizing a holistic approach to education.
The school integrates the British curriculum with the Round Square IDEALS—Internationalism, Democracy, Environmental Stewardship, Athletics, Leadership, and Service—to foster not only academic excellence but also individual growth and social responsibility. The curriculum’s flexibility allows students to combine diverse subjects, such as physics with economics, tailoring education to individual interests. This dual framework aims to develop leaders who are academically strong, empathetic, and civically engaged.
Addressing concerns about English-medium education potentially distancing students from local culture, CGS mandates Bangladesh Studies, encompassing the nation’s history from the Mughal era through the Liberation War. The school actively celebrates national events like Ekushey February, Victory Day, and Pohela Boishakh, fostering cultural understanding beyond textbooks. These efforts seek to ensure students remain connected to their heritage while gaining a global outlook.
Chowdhury credits Martin Seligman’s “Flourish” for shaping her leadership style, focusing on positive engagement, empathy, and respect within the school community. She notes that British Council programs, such as the international competition Your World, have boosted student confidence and leadership by encouraging creative expression and initiative.
Professional development supported by the British Council has led to practical changes in classroom practices at CGS, including the use of exit questions to assess student understanding and promote participation. The school’s collaboration with a wider network of English-medium institutions has also helped leaders address challenges, including bridging gaps between national education policies and international curricula.
The British Council additionally assists with secure examination administration, which is crucial for maintaining trust among students and parents. During disruptions like severe rainstorms and traffic congestion, its support ensured students could attend exams, underscoring the importance of organized and accountable exam processes.
Environmental responsibility has emerged as a key achievement at CGS. Following a local landslide, students voluntarily planted vetiver grass to prevent future incidents. Environmental Management is now offered at both O and A Level, reflecting the school’s commitment to nurturing environmentally conscious citizens.
Similarly, Mastermind School, led by Principal Syed Fakhruddin Ahmed, combines rigorous academic standards with a focus on individual student development and cultural connection. Established in 1997, the school also follows the British curriculum, preparing students to engage confidently on the global stage while retaining a strong sense of Bangladeshi identity.
Ahmed emphasizes celebrating national heritage through school events like International Mother Language Day and Bengali New Year, encouraging students to actively participate in cultural traditions. He highlights the role of British Council programmes such as FameLab Academy and the Scholars Award in enhancing students’ communication skills, creativity, and global awareness. Teacher training and knowledge exchange within the Partner Schools network have further strengthened classroom practices and well-being initiatives, including safeguarding and responsible digital use.
For Ahmed, the British Council’s role in managing examinations provides structure and fairness, allowing the school to focus on student support. His background as a physics teacher informs his educational philosophy, encouraging curiosity, critical thinking, and adaptability. He takes pride not only in students’ academic achievements but also in their growth into confident and responsible adults deeply connected to their culture.
Together, CGS and Mastermind School illustrate how a British curriculum framed by cultural integration, leadership development, and environmental awareness can equip Bangladeshi students for success in an interconnected world. Their partnerships with the British Council and commitment to continuous improvement demonstrate evolving approaches to education in the region.