Compare what international schools in Tbilisi publish

Illustration: conceptual travel artwork, not a photograph or map of this place or service.

British International School of Tbilisi (BIST) and QSI International School of Tbilisi publish different descriptions of their academic routes. This comparison reports each school’s own website statements checked on 24 October 2026. Use the details to frame questions. The comparison offers no endorsement or independent accreditation audit.

Compare the path through the school years

Start with the next two or three stages, not a broad label such as “British” or “American.” Ask for the exact year or grade names, subject sequence, language used for each class, and assessment records a student receives. BIST’s published programme page lists several Cambridge stages and separate early-years and primary curricula. QSI’s curriculum page emphasizes learning objectives and mastery evidence. Compare actual documents for the intended year group rather than assuming the models are interchangeable.

Treat accreditation as a claim to verify

Both schools publish accreditation or recognition statements. The statements here are attributed to the schools’ pages. The reviewed pages do not independently verify each body’s current standing or scope. They do not establish whether a qualification will count toward a transfer or future application. Ask for the named accreditor’s current school record, its review date, and the grades or programmes covered. Membership, accreditation and authorization describe different records. Ask which one covers the relevant programme.

Make the comparison concrete

• Ask for a sample timetable, current subject list and assessment policy for the student’s intended stage.
• Ask how the school handles English-language learning or a student arriving from a different curriculum. Request the written policy rather than assuming support from the school’s general description.
• Ask how prior reports and completed units are reviewed. Avoid assumptions about grade placement or credit transfers.
• Compare the route, language and records with the student’s likely next school or destination. Ask the receiving institution to assess the records.
• Request current fees, transport terms, calendar and admissions steps directly from each school. None of those details is established by the curriculum pages summarized here.

Compare the documents behind the broad labels

Build a small comparison record with the same fields for each school: year-group name, core subjects, instructional language, assessment evidence, progression rule and end-of-year documents. Ask for documents covering the same stage. A school overview gives context, but a subject map or sample report answers a more specific question. Note the document title and date so an old brochure does not become your only reference.

For an accreditation claim, record the named body and what the school says is covered. Ask for the current entry at the accreditor and the date of its latest review. Ask the school whether the claim applies to the whole institution, a campus, particular grades or a programme. The public school pages reviewed here do not answer every scope question. Report the distinction to the family rather than converting a school statement into a guarantee.

View BIST’s published curriculum profile