The content should be built on what the children already know. The teacher ensures opportunities for supporting and extending learning and developing knowledge through new experiences. This is most effectively carried out through interaction with the children themselves.

The following principles express the traditions of the curriculum for education in the early years:

• Early Childhood is valid in itself, and is a part of life, not simply a preparation for work, or for the next stage of education
• The whole child is considered important-social, emotional, physical, intellectual and moral development are interrelated
• Learning is holistic and for the young child is not compartmentalised under subject headings
• Intrinsic motivation is valuable because it results in child-initiated learning
• Autonomy and self discipline are emphasised
• In the early years children learn best through first hand experience
• What children can do, not what they cannot do, is the starting point in children' s education
• There is potential in all children which emerges powerfully under favourable conditions
• The adults and children to whom the child relates are of central importance
• The child's education is seen as an interaction between the child and the environment, which includes people as well as materials and knowledge

INS is an International School that operates in English. The multicutural aspect of the school is seen as a major strength as we strive to promote mutual trust and respect with all members of our community.

We treasure each child's individuality believing that there is potential in all children which emerges powerfully under favourable conditions.

We offer a rich educational environment which puts the child at the centre. The curriculum addresses the needs of the whole child: Physical, Intellectual, Emotional, Social, Aesthetic and Creative.

At INS we provide a world of opportunity.