Strategic
Vision2020

Strategic Vision 2020

Contents

02`		 Page 04

Section One:

Guiding Statements: Vision, Core Values, Mission and Aims

Section Two:

The Strategic Vision – Process, Outcome and Overview					Section Three:

The BST Approach to Teaching and Learning

Section Four:International Mindedness at BST								Page 18

Page 06					Page 12Strategic Vision 2020

“At BST, welook to nurtureeach student’s
unique potential
and strive tohelp themcreate a strong
sense of self.”03Strategic Vision 2020

OUR VISIONOUR CORE VALUESOUR AIMSAt BST, we look to nurture each
student’s unique potential and strive tohelp them create a strong sense of self,
built around purpose and passion.

BST’s Core Values act as a guide forstudents, families, alumni and staff,
and underpin our community’s
decision-making and actions:••

OUR MISSION
BST provides an inclusive and holistic
education in English for the international
community of Tokyo, with our modern
British identity incorporating a distinctly
international outlook. We are committed tothe pursuit of excellence and lifelong
learning. We pride ourselves on instillinga sense of integrity, and value ourcollective responsibility to positively
impact the wider world.

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We strive to achieve our personal best.
We are honest and show kindness,compassion and respect for others.
We are curious, creative andinnovative in our thinking.
We embrace diversity andcelebrate individuality.
We are internationally minded
and culturally aware.
We have a sense of social andenvironmental responsibility.

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To work in partnership with parents,
alumni and the broader community
to realise our core values through our
holistic provision.
To inspire students with a range oflearning opportunities ofappropriate challenge, both in theclassroom and outdoors, that enable
personal growth.
To encourage students to takeownership of their development
through the pursuit of individualinterests and the use of the BST
Student Profile.
To foster students’ determination,
resilience and wellbeing by
reflecting upon individual
challenges and by developing
character strengths.
To value our British heritage
whilst also embracing our unique
Japanese context and theinternational diversity of ourcommunity.
To recognise and engage with real-life
challenges, both local and global, in a
spirit of hope.

Strategic Vision 2020

“BST provides
an inclusiveand holistic
education in
English for theinternational
community ofTokyo.”

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Strategic Vision 2020

THE PROCESSThe school’s Strategic Vision and Plan was developed over 12 months in three distinct phases. The first phase involved an extensive periodof reflection on the school’s operation and educational provision through a series of stakeholder workshops, forums and surveys. Thisinitial phase of data collection resulted in a valuable information resource indicating views from each stakeholder group and the uniquenature of the school.
The second phase of the process involved cross-school development groups working collaboratively on various themes identified as
outcomes from the first phase of the process. Each development group produced significant recommendations and findings which were
presented to the school’s Senior Leadership Team at the end of the 2019-2020 academic year.
The third phase of the process saw the recommendations of each group plus the initial feedback synthesised into a draft plan which wasshared with the Board of Trustees by the Senior Leadership Team at the start of the 2020-2021 school year. Following input from theTrustees, the final version of the school’s Strategic Vision and Plan was published in October 2020 to the BST community.
As the creation of the Strategic Vision and Plan was a collaborative and collegiate exercise, we are confident that it aligns with the major
themes articulated by a representative section of the school community.

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Strategic Vision 2020

“We areconfident
that it aligns
with themajor themes
articulated bya representative
section of
the schoolcommunity.”07

Strategic Vision 2020

THE OUTCOME
High expectations and the pursuit ofexcellence are fundamental to the school’s
Strategic Vision. We are committed toensuring that we draw upon the best of
British and international education forthe benefit of all our students. As such,our strategic intent is bold, ambitious andhighly achievable. It is to ensure BST
transitions from being one of the bestinternational schools in Japan to being oneof the best schools globally. This will beachieved through concentrating upon four
strategic priorities: learning, identity,community and infrastructure. A seriesof focus areas and commitments relate toeach strategic priority. Collectively they
form the basis of the school’s Three Year
Strategic Plan, primary and secondary
annual Development Plans and Team
Action Plans which inform the day to day
activity at BST.
At the heart of the Strategic Vision are
the solid foundations of the school’s past
successful work but also the school’s
recently revised Guiding Statements – ourVision, Core Values, Mission and Aims.

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The revised Guiding Statements were
produced following a simultaneous processof consultation with the BST community
during the 2019-2020 school year. The
revised Guiding Statements not only
inform our thinking, planning and decisions
daily but are the drivers for developing theschool’s strategy for the next three years.
Crucial to the school’s success over the next
three years will be our preparations for the
opening of the new primary school campus
in September 2023. Equally important will
be our vision for the next stage in thedevelopment of the secondary school.
Careful and thoughtful management of ourinfrastructure, facilities and resources will
be of prime importance.
The development of high-quality
teaching and learning, coupled withcurriculum design, will also be ofsignificant importance over the next three
years. Indeed, schools are much more thana collection of buildings, facilities andresources. The best schools worldwideprioritise learning and encourage creativity

and innovation. Our aim, therefore, isto create more opportunities for BST
learners to take more ownership of theirlearning, to be challenged in theireducation, for character strengths to be
developed and for the curriculum to beorganised through big ideas and concepts.
We will also design learning experiencesthat develop students’ cultural awareness,knowledge and sensitivity, so that students
can understand cultural diversity while
appreciating their unique relationship withJapan and Britain. Successfully embedding
the new whole school Learner Profile andTeaching Framework plus our new
Commitment to International-Mindedness
will be the key to our work in all of theseareas.
Equally important will be the need for theschool to communicate a strong sense ofidentity and purpose with our Core Values
translated into every area of school life.
Indeed, great schools have high aspirations
and draw upon a strong community ethos
to achieve the best for all learners. BST isStrategic Vision 2020

such a school and over the next three years, wewill aim to achieve alignment in learning, identity,
infrastructure and community. This pursuit will
be supported by:
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Cross school development teams working in
the areas of teaching and learning, learningtechnology, wellbeing and outdoor education.
Ongoing staff professional development
focused on aspects of the BST Learner Profile,wellbeing and challenge for all learners.
The whole school leadership team ensuring a
one school approach across two campuses.
Increased opportunities for community
engagement and involvement in the life of
the school.
Professional networks and international
accreditations fully utilised to the school’s
advantage.
Strategic partnerships strengthened andharmonised for mutual benefit and ongoingdevelopment.

Our strategic agenda for 2020-2023 is clearly
ambitious and of pivotal importance for the
long-term future of the school. The extent of our
success will depend upon the support, energy andskills of all members of the BST community.

09Strategic Vision 2020

AN OVERVIEW OF THE STRATEGIC VISIONAs a school community, we have high aspirations for all of our learners and in turn, seek to reach the highest possible standards in every areaof school life. We aim to be one of the best schools in the world. A commitment to the pursuit of excellence in all that we do is fundamental torealising this intent. As a whole school community, we are accountable for working towards our four priorities with connected autonomy. We
will develop BST with agility in purpose and direction, enhancing our outcomes through measured alignment and collegiate collaboration.
Strategic Intent: From one of the best schools in Japan to one of the best schools globally
Strategic Priorities: Learning, Identity, Community and Infrastructure

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Learning

Identity

Inspiring young minds with exceptional opportunities

Demonstrating confidence in who we are and our place in society

Excellence in Teaching and the BST Learner Profile
Challenge and Support for All Learners
Curriculum Innovation
Learning Outdoors
Learning Technology

Values in Action
Guiding Statements
Partnerships in Japan and Abroad
Accreditations and Networks
International Mindedness

Community

Infrastructure

Celebrating individuality and collective responsibility

Ensuring organisational strength to support students’ education

Wellbeing
Celebration of Achievement
Engagement and Involvement
Student VoiceHigh Expectations

Facilities, Resources and Sustainability
Communication and Marketing
Systems and Administration
Development and Advancement
Staffing and Training

Strategic Vision 2020

“A commitment
to the pursuit ofexcellence in allthat we do isfundamental
to realising
this intent.”

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Strategic Vision 2020

The BST Approach to Teaching and Learning
RATIONALE
The new BST Learner Profile and Teaching
Framework present our collective
educational philosophy by outlining theattributes that will most likely produce life
long, high performing learners. We believethat by using this shared approach we will
help to achieve our vision of nurturing each
student’s unique potential and a strong
sense of self built around purpose andpassion.

rooms and in our conduct around school.
We believe that by increasing theintellectual capabilities and well-being of
our students, we will positively impact thelikelihood that they will live healthier,happier, safer, more conscientious andcreative lives. Our aim is for every student
to aspire to be a high performing learnerand maintain this mindset throughout their
lifetime.

Core to BST’s ethos is a desire for ourstudents to become truly internationallyminded: to acquire the personal and social
intercultural competencies and dispositions

At BST, we define learning as the processthat results in the long-term retention oftransferable knowledge and skills that leadto a better understanding of the world andourselves. We recognise that some things
can only be learnt through experience,
therefore opportunities for thedevelopment of practical wisdom are also
carefully planned alongside the acquisitionof more explicit knowledge.

that will allow them to thrive and flourish
wherever in the world they find themselves.
We believe at BST that it is important that,
we view ourselves as internationallyminded, lifelong learners and consistently
model what this looks like in our class-12

We recognise that different teachingapproaches can be deliberately utilised
to encourage the development of wellrounded and balanced people. We
understand how to design effective
independent and collaborative learning
activities and use the mode that best
supports our intended aims. We encourageteachers to explore possibilities, innovateand develop their classroom practice withconfidence, linking to contemporary
educational research and using the tablebelow as a framework for great teaching:
The Learner Profile describes the qualities
that we aspire to develop in our students
and the criteria associated with the
Teaching Framework describes theshared approach we use to do this.

Strategic Vision 2020

“At BST, we
define learningas the processthat results inthe long-term
retention oftransferable
knowledge
and skills.”

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Strategic Vision 2020

The BST Learner Profile and Teaching Framework
The BST Learner
Profile Attributes
A Thinker

Characteristics of a BST Learner
I improve my knowledge and skills
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I practise skills and can recall knowledge.
I plan what I do and describe my goal.
I can find and organise information.
I make links with other subjects and ideas.
I recognise and build on my success.
I use my knowledge and experience to understand the world.

BST Teaching Framework
Great learning requires us to acquire knowledge and skills in order toaccess high level thinking.
Therefore:
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Ambitious

I take responsibility for how I learn
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I motivate myself and others.
I reflect on how I think, learn and feel.
I value feedback and act on it.
I can describe my strengths, weaknesses and progress.
I seek advice and support.
I independently further my learning.

Great learning requires us to be responsible for our own progress andhave a plan to achieve our goals.
Therefore:
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We spark motivation because we understand that this is key tolearning.
We engage with metacognitive strategies and the science oflearning.
We build knowledge schema by linking with prior knowledge and“big picture” concepts.
We support the increased cognitive demands inherent in developing
new knowledge and when engaging in complex tasks.
We provide examples of what excellence looks like.
We teach effective methods of deliberate practice.

We teach the skills and strategies needed to develop both academic
and emotional self-regulation.
We give timely feedback and provide opportunities for it to beacted on.
We teach how to plan next steps based on an understanding of
weaknesses and strengths.
We inspire self-belief in the ability to improve.
We teach when and where to seek out advice and support.
We increasingly expect and provide opportunities for learning tocontinue outside of lessons.

Strategic Vision 2020

The BST Learner
Profile Attributes
Principled

Characteristics of a BST Learner
I try to be the best version of myself
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I value and seek to understand myself.
I appreciate and value other people.
I can show empathy, compassion and humility.
I am caring when leading others.
I am trustworthy and responsible.
I help when I can and make a positive difference to my community
and the world.

BST Teaching Framework
Great learning requires us to value, respect and develop ourselves andeach other.
Therefore:
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Inquisitive

We model the high expectations we expect to see.
We strive to create positive and caring relationships and encourage
the development of character strengths.
We show compassion, empathy and humility.
We embrace diversity, appreciating our own cultures and personal
histories alongside those of others.
We provide opportunities to connect with and have a positive
impact on people both locally and across the world.
We teach the leadership skills needed to create teams driven by ashared ambition, positivity, integrity, responsibility and emotional
intelligence.

I search for answers

Great learning requires us to be curious and open-minded.

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Therefore:

I inquire and investigate new knowledge.
I ask questions to help me to understand.
I respectfully analyse the opinions of other people.
I am willing to question my own beliefs.
I use my imagination to explore ideas.
I seek out challenges and problems to solve.

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We encourage feelings of awe and wonder.
We value being curious and pursuing knowledge for its own sake.
We engage with experiences that are often led by learners, inquirydriven, investigative, authentic and relevant to our lives.
We carefully consider the amount of challenge and complexity toinclude in learning experiences.
We model and encourage questions that seek out knowledge, clarify
understanding and lead to a better understanding of the world
around us.
We teach critical thinking and how to respectfully examine
information and ideas.

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Strategic Vision 2020

The BST Learner
Profile Attributes
Confident

Characteristics of a BST Learner
I express my ideas
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I can communicate my learning.
I listen to other people and I am open-minded.
I practice speaking with confidence.
I am clear and precise when communicating.
I help others to understand my ideas.
I test my ideas in debates.

BST Teaching Framework
Great learning requires us to communicate our thinking in a way that ismeaningful, authentic and relevant.
Therefore:
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Determined

I am brave
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I set myself ambitious goals.
I explore new ideas, strategies and experiences.
I have a growth mindset.
I am unafraid of mistakes because that is how I learn.
I persevere and am resilient.
I know mastery requires effort.

Great learning requires taking risks, developing resilience and seeing
failure as an opportunity to learn.
Therefore:
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We create environments where self-expression can thrive.
We develop the knowledge needed and communication skills
necessary to engage with the world.
We model and allow time to practise the discussion of ideas.
We model effective ways of presenting information orally andvisually.
We acknowledge that there are alternative viewpoints to our own
and recognise that different perspectives have a great deal to offer.
We ensure that any social and ethical considerations of arguments
are explored.

We contribute to developing a supportive school community.
We teach how to understand emotions and recognise when they arehaving a positive or negative impact.
We cultivate a culture where mastery is linked to effort.
We provide opportunities for success as we know that this canmotivate effort.
We teach the benefit of having ambitious goals.
We create a culture where failure and mistakes are seen as
opportunities to grow in knowledge and confidence.

Strategic Vision 2020

The BST Learner
Profile Attributes
Creative

Characteristics of a BST Learner
I play, create and adapt
I enjoy being engaged with a challenge.
I practise ways of creating and building on ideas.
I can generate multiple solutions.
I can adapt to new situations.
I share ideas.
I give helpful and positive feedback.

BST Teaching Framework
Great learning requires us to create the conditions in which creativity
can thrive.
Therefore:
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We strive to help our students to experience the joyful feeling of
being fully immersed in an activity.
We provide structured opportunities for collaboration and create aculture where we are excited to hear and engage with the ideas ofothers.
We provide knowledge to feed creativity.
We teach strategies for idea generation and how to determine if an
idea should be developed further.
We provide opportunities to engage in intellectual playfulness.
We provide opportunities for learners to experience new situations
and help them to grow confidence in their ability to adapt.

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Strategic Vision 2020

A Commitment to International Mindedness
International Mindedness at BST
Core to BST’s ethos is a desire for ourstudents to become truly internationallyminded: to acquire the personal and social
intercultural competencies and dispositions
that will allow them to thrive and flourish
wherever in the world they find themselves.
We have adopted the term, ‘education forinternational mindedness’ - put simply,
this means understanding, respecting andvaluing different cultures, embracing

At BST, we want our students:•••

diversity and knowing that different
perspectives have a great deal to offer.
Recognising and celebrating our modern
British identity and our place at the heartof Japan’s capital city, we believe that there
is no set approach to education forinternational mindedness. We place our
focus on outcomes and the identificationof key learning objectives that are
attainable in a wide range of contexts at
different developmental stages.

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To have a strong sense of their own
identity, values and perspectives as afirst step to better understanding thoseof others
To evolve their views over time as theycome to better understand the world
around them
To embrace the similarities anddifferences between cultures andnationalities in ways that promotemeaningful and lastingunderstanding and respect
To have an appreciation for theincreasing interconnectedness of theworld and our interdependence asnations, communities and peoples
To have or be willing to develop theability to communicate in a variety ofcontexts in more than one language
To be critical thinkers who understandthe complexity of real-world challenges
and value their responsibility andunique ability to be part of the solutions

We realise that students will develop theirown interpretations and channels of
expression in response to education forinternational mindedness. As such we
expect and encourage a range of outcomesin addition to those defined above. Equally
we accept that international mindedness isa lifetime process rather than a final goal
and that school is a step in thatdevelopment.
Students at BST come from a range ofdiverse backgrounds and cultures. Within
this fluid and shifting environment,
students ponder their individuality, theircultural heritage and their role inparticipating in the global community.
The ability to appreciate and consider
different perspectives with a critical eye isa skill that requires commitment from theentire school community.
The BST Community, September 2020

Strategic Vision 2020

“We placeour focus on
outcomes andthe identificationof key learning
objectives thatare attainable.”19

www.bst.ac.jp