Education
We believe in developing the whole child: Physically, Mentally and Emotionally.
Our Philosopy
Our philosophy for early childhood education is based on the following concepts
We believe that the pre-school years are fundamental in providing a foundation for self-esteem, cooperation, social values of sharing and friendship, respect, and understanding of others from different backgrounds, and developing a foundation for future academic achievement.
We believe that young children will learn best when the curriculum and activities are developmentally appropriate. Learning activities are matched with the children’s chronological and developmental age, their abilities, and their interests. Classroom themes are inspired by what is happening in the world around us
We believe the children develop concepts in the cultural arts, language arts, mathematics, sciences, and social studies by actively exploring, discovering, and creating through “play”.
We believe that the most important lesson a child can learn during their early years is that school is fun, interesting, and rewarding. It is for that reason that every aspect of our day is planned to encourage each child to experience success, to develop a positive image, and to help each one develop the social, emotional, physical, creative and intellectual aspects of their personalities.
Our Programme
Explore a programme based on children's developmental needs, interests and abilities
Our daily programme includes arts and crafts, drama, dance and movement activities, storytelling, organised games, music education, public speaking and outdoor play. The school provides a fun and exciting environment where children live and learn together in an atmosphere where children want to learn.
Children are encouraged to explore the world through their own senses and to take from their environment what is relevant to their stage of development. We guide children in developing inner control, learned through understanding rather than fear. Each day includes time for the children to practice making choices by choosing from the various activities on offer. We also set times each day for the children to be together for group activities.
Our Clubs
We offer a range of extra-curricular activities in a variety of areas for students to enjoy after school
 |  |  |
|---|---|---|
 |  |  |
Our Curriculum Policy
We offer a broad and balanced curriculum from Early Childhood (EC) through to Year 4 in primary school
Millies International School provides a caring and nurturing educational environment within an international setting where all members of the community feel safe, protected, loved, supported, encouraged, and empowered in their personal learning journey. We are guided by the principles of intercultural understanding, global citizenship, personal development, and active participation in 21st-century society.
Our Stem Education
We believe in teaching students through three phases of STEM education
At MIS, we believe in teaching the skills of the new century to students of all ages through three phases of STEM education. Our aim is to develop students who are curious, problem solvers and critical thinkers. A MIS student asks questions about the world around them and understands how to search for the answers.
Over the years, students are given the opportunity to excel and pursue their passion, which will continue to give them a sense of direction for their years in college or further education and their careers beyond.
The curriculum includes not only the formal requirements of education, but also the range of extra-curricular activities organised to enrich children's experiences. It also includes the 'hidden curriculum' where children learn from the way they are treated and the way they are expected to behave.
To achieve these goals, they need a rigorous academic preparation and a passion to be the best they can be. Through our engaging, inquiry-based environment, students reach their full academic potential and become responsible, caring, multilingual, culturally literate, global lifelong learners.
