Through our philosophy and ‘The Image of the Child’ as , powerful and full of potential, elc international schools will endeavour to:

  • provide an aesthetically beautiful environment that evokes exploration, thereby becoming the ‘third’ teacher
  • provide an intellectually stimulating and challenging learning environment which encourages mental growth, free communication of ideas and skills and the search for truth and knowledge through creativity and exploration
  • provide an environment where children are encouraged to elaborate their theories through ‘different languages’.
  • provide an environment where children will be able to co-construct together and be challenged to reach their full potential
  • provide an environment which will respect the individuality of children and develop an awareness of the value of working together in groups
  • provide documentation for children, teachers and parents making learning visible and enabling all to understand the different languages the children use to express their theories and their understanding of the world
  • develop and nurture in each child an appreciation for and an understanding of cultural, social, scientific and aesthetic ideas through ‘the different languages’ reinforcing core ethical values by emphasizing personal and social responsibility
  • provide an all encompassing physical and health education program which will inspire children to recognize and be guided by healthy lifestyle choices
  • provide a learning community built on a range of model relationships between children, teachers and parents whereby the children come to view the world as an interactive, multicultural place where people truly help one another; to further the culture of the children by developing projects where children, teachers and parents work in harmony to sustain this objective with respect to the identity of each child
  • encourage children to think logically, critically and independently in order to become responsible participants in society
  • present communication as a two way process where speaking and listening are equally active
  • provide opportunities for children to understand, appreciate and develop sensitivity for all cultures, genders, ethnicities and abilities
  • provide a nurturing environment where ‘Children with Special Rights’* are valued and respected for their contribution to the school community

* Special Rights’ refers to children along the spectrum of learning differences, (including the gifted).