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Why IMS
In 2002, the idea of opening a school that offered the Montessori curriculum in a Dual-Language setting, was a dream. Today, it is a joy to witness the sheer volume of possibilities IMS enables for each child, and to hear the natural mix of English and Putonghua ringing out in the hallways and classrooms.
Programmes
IMS’ integrated curriculum meets the different development needs for the growing person, giving your child the opportunity to explore their own passions, while guiding them to develop the skills they need to be successful in school and in life. The opportunity to learn in such a natural way could be the greatest gift you can give your child.
Community
As IMS student and faculty numbers grow, so too does the richness of our community. At present our community hails from over 50 countries from around the world.
Every member of our team, together with our parent community is committed to create a collaborative learning community which is deeply rooted in respect and kindness.
Life at IMS
We believe that children are naturally born with the inner directive to meet their own needs and to learn. Our goal at IMS is to embrace this innate drive by providing optimal learning opportunities from an outing run by our older students to dumpling preparation by the little ones. Learning happens everywhere at IMS!
- IMS'20th
Admissions
A Montessori, Dual-Language programme sounds perfect; however, you may have lots of questions - How does it work? How can you have two teachers using two different languages? Why not visit us and see our children in action to understand the benefits first hand.

"Our aim is not only to make the child understand, and still less to force him to memorize, but so to touch his imagination as to enthuse him to his innermost core."

Maria Montessori

Mathematics

Mathematics is part of the child’s world. It is not just about counting or mastering the tricks of addition or multiplication. Mathematics is about ideas.

Children at early age are urged by the laws of their nature to find active experiences in the world about them. For this they use their hands, and not only for practical purposes, but also for acquiring knowledge”

Maria Montessori

These ideas have been developed over time to help explain particular qualities such as size, weight, height, as well as relationships and comparison. Most adults can solve simple mathematical tasks by doing them in their head. Young children find such abstractions impossible to master because they first need to touch, see, feel, compare, and experiment through the senses.

The Mathematics materials provide a logical progression from concrete to conceptual. The child learns how to identify concrete quantity, then the symbols and then the two are combined. The decimal system, linear and skip counting, fractions and the mathematical operations of addition, subtraction, multiplication, division are taught using specific equipment. The benefit of this approach is quickly seen, when children of five fundamentally understand concepts not typically introduced until much later.