IMS approach to learning creates independent thinkers

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If the purpose of education is to prepare children for success in life, then the International Montessori School (IMS) is certainly showing the way. At its four campuses in Hong Kong, which variously accept pupils from ages one to 12, the focus is on an individualised approach and experiential learning in a fully bilingual English/ Mandarin environment.
 
Youngsters are given the support and encouragement to learn through discovery, collaboration, and inquiry-based activities, which promote choice and agency and foster social interaction. 

Following the tried-and-tested Montessori principles of pedagogy, there is a strong academic foundation, but students have the freedom to choose work projects, conduct their own experiments, and pursue interests in art, music, IT and sport.  

“Our teachers’ role is to guide and support,” says Anne Sawyer, IMS founder and school supervisor, using as her main example the elementary programme for six- to 12-year-olds offered in Stanley. “There are no textbooks in the classroom, and teachers guide the students to explore by doing their own primary research, using the whole universe as a basis for lessons.”

 At the beginning of each academic year, classes explore five themes: the formation of the universe, the coming of life, the history of human beings, communication in signs, and the story of numbers. This integrated curriculum uses storytelling to inspire curiosity, allowing students to pursue their interests and delve deeper into specific learning areas, inspiring exploration far beyond the classroom.

Of the two teachers per class, one may start a lesson with a story or presentation in English, setting out key facts and ideas. Alternating, the other will then expand on certain points in Mandarin and perhaps initiate a discussion or suggest key areas for further research. This approach prompts all kinds of questions, a rush for useful books and materials in the classroom or school library, and it develops true bilingual fluency in a much more organic and natural way. 

Typically, a search to answer something about the size of the universe, the number of planets, why people migrate, or how to meet the world’s food needs will lead on to other discoveries and, of course, many new questions.

“We want children to always be asking why or how and trying to see the context and patterns,” says Aida Wang Chinese co-curriculum manager for the IMS elementary school. “A lesson that starts with biology can move on to the harm caused by plastic waste, or language and culture. That leads to cognitive flexibility and being able to see other viewpoints. It also teaches the need to respect the Earth and the people around you.”

To keep close track of progress, all pupils are required to keep a work diary recording each day’s topics or projects and some general thoughts. At the end of the week, the entries are reviewed and discussed with one of the class teachers. Doing this makes children accountable for their work and emphasises the importance of individual responsibility, time management, and self-motivation.

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