Choosing an international school is about more than location, facilities or school fees. The curriculum shapes how children learn, how much independence they develop and how easily they may transition to another school or education system in the future.

Hong Kong offers a diverse range of curricula, including Montessori, the International Baccalaureate, British, American, Canadian, Japanese and school-designed programmes. Each has its own approach to teaching, assessment and student development. The best choice depends on your child’s learning style, your family’s priorities and your longer-term education plans.

International Montessori School

International Montessori School (IMS) recently celebrated its 25th anniversary in Hong Kong. It operates four campuses in Stanley, South Horizons, Mid-Levels and Aldrich Bay, and offers programmes from early childhood through its Middle School.

Its Casa dei Bambini programme welcomes young children from approximately six months of age, while the school’s growing programme now extends to the middle-school years. IMS is also recognised for its bilingual Montessori approach, with English and Mandarin forming an important part of the learning environment.

What makes Montessori distinctive?

A Montessori education is designed to support the development of the whole child. At IMS, families may particularly value:

• A strong community involving students, parents, teachers and founders.
• Children’s ability to move between English and Mandarin in everyday learning.
• Opportunities to develop English literacy and Traditional Chinese literacy.
• Mixed-age classrooms in which children learn alongside peers at different developmental stages.
• Individualised and holistic learning.
• Practical activities that encourage independence and concentration.
• A learning environment that requires children to develop self-motivation.
• Specialist Montessori materials that allow children to explore concepts through hands-on experiences.

In a Montessori classroom, children are not simply waiting for the teacher to tell them what to do. They are encouraged to select appropriate activities, work at their own pace and take responsibility for completing tasks. Teachers observe each child carefully and provide guidance when it is needed.

The mixed-age structure can also encourage collaboration. Older children may reinforce their own learning by helping younger classmates, while younger children can learn by observing more experienced students.

More than 11,000 students have graduated from its programmes. Many graduates have continued their education in international schools in Hong Kong and overseas. 

For families considering to apply to the school, it is always best to check information prior to applying. 

The IB Primary Years Programme

Another widely used curriculum in Hong Kong is the International Baccalaureate Primary Years Programme, commonly known as the IB PYP.

The PYP is a student-centred, inquiry-based and transdisciplinary framework. Rather than teaching every subject as a completely separate area, students explore important concepts and real-world questions across different subject areas. The IB describes the PYP as a programme that encourages learning across, between and beyond traditional subject boundaries, with responsible action at its core. 

Schools in Hong Kong offering the PYP include Canadian International School of Hong Kong (CDNIS), Chinese International School (CIS), English Schools Foundation (ESF) primary schools, Hong Kong Academy (HKA), Japanese International School (JIS), ICHK Hong Lok Yuen (ICHK-HLY), Kingston International School, Malvern College Hong Kong and Victoria Shanghai Academy (VSA) to name a few. 

The exact experience varies from school to school because each school develops its own program of inquiry, teaching approach and school culture.

What does PYP learning look like?

PYP students are encouraged to:

• Ask questions about the world around them.
• Investigate topics through research and discussion.
• Make connections between different subjects.
• Take ownership of aspects of their learning.
• Develop communication, research, thinking and social skills.
• Reflect on what they have learned.
• Apply their learning through meaningful action.

The PYP is commonly used for children from approximately three to twelve years old, although the age range and year-group structure may differ between schools.

The PYP has clear learning goals, planning, assessment and age-related expectations.  The learning is often organised around concepts, questions and connections rather than only around a fixed textbook sequence.

Montessori and PYP compared

Both Montessori and the PYP encourage active learning, curiosity and student participation. However, the classroom experience may feel different.

Feature	Montessori	IB PYP
Learning structure	Children often work independently or in small groups using specialised materials	Learning is organised through units of inquiry and transdisciplinary themes
Classroom age groups	Commonly mixed-age classrooms	Usually organised into conventional year groups
Role of the child	Develops independence, concentration and self-directed learning	Asks questions, investigates, collaborates and reflects
Role of the teacher	Observes, guides and presents materials at appropriate times	Plans and facilitates inquiry, discussion and assessment
Learning pace	Often more individualised	Structured around the class programme, with opportunities for personal inquiry
Assessment	Observation, ongoing records and evidence of development	A combination of formative and summative assessment
Best fit may include	Children who enjoy hands-on work, repetition, independence and choice	Children who enjoy discussion, collaboration, questions and exploring ideas

The distinction should not be overstated. Montessori schools can include group work and teacher-led lessons, while PYP classrooms also support independence and individual interests. It is important to visit each school rather than choosing based only on the curriculum label.

Other curricula in Hong Kong

Other Hong Kong international schools offer several national and alternative curricula, including:

• British curricula, such as the English National Curriculum
• American curricula
• Canadian curricula, including Ontario or British Columbia programmes.
• Japanese curricula
• French and other European curricula.
• Bilingual programmes.
• Bespoke curricula designed by individual schools.
• Schools combining more than one framework, such as IB programmes with a national curriculum or school-specific qualifications.

Some schools offer the full IB pathway, including the Primary Years Programme, Middle Years Programme and Diploma Programme. Others use the PYP in primary school but transition to IGCSE, A Levels or another qualification in the secondary years.

Parents should therefore ask what happens after the primary years. A school may offer a particular curriculum in the early years but use a different framework later.

How should parents choose?

There is no single curriculum that is best for every child. When comparing schools, consider:

• How your child learns best: independently, collaboratively, practically or through structured lessons.
• Your child’s language needs, especially English, Mandarin, Simplified Chinese vs Traditional Chinese.
• Whether your child may move to another city or country.
• The curriculum followed by likely future schools.
• The availability of places in the relevant year group.
• The school’s assessment and reporting approach.
• The transition from primary to secondary school.
• Examination options and university pathways.
• Travel time and daily family logistics.
• Total costs, including fees, debentures, transport and extracurricular activities.

Most importantly, ask whether your child will be happy, supported and appropriately challenged. A curriculum can be excellent in principle, but the school’s teachers, leadership, culture and implementation will have a major effect on your child’s experience.

Celebrating 25 years of IMS

SEA congratulates International Montessori School (IMS) on 25 years of educating children and building a strong community in Hong Kong. Its bilingual Montessori environment offers families an alternative to more traditionally structured models of schooling, while its growing program gives students the opportunity to continue within the Montessori pathway for longer.

We wish IMS continued success for the years ahead.

If you would like to learn more about Montessori, IB, British, American, Canadian or other curricula available in Hong Kong—or if you would like professional advice about choosing an international school—contact SEA today.