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1) The Josiah Way combines Montessori pedagogy with The Musical Arts Programme (MAP) to develop students' social-emotional skills. 2) MAP is 100% developed in-house and targets 21st-century socio-emotional competencies through Dance, Vocals, Classical Music Appreciation, Arts, Speech and Drama in English and Chinese. 3) MAP contributes to Emotional Quotient (EQ) development and promotes cooperation, sharing, and concentration. 4) The Josiah environment emphasizes love, independence, and a structured routine that supports positive social interactions. 5) The Harmony ethos teaches children to love, share, respect, and empathise, reinforcing social-emotional learning.
1) Josiah Care facilitates early intervention and bridges the gap for families with children with learning or developmental disabilities within Josiah centres to ensure early diagnosis. 2) Inclusivity is a core value, and Josiah Care is described as providing individualised attention to learning needs. 3) The program focuses on early intervention rather than operating as a dedicated specialist SEN institution. 4) Josiah Enrich and Josiah Online provide additional learning supports in phonetics, reading, mathematics, and at-home activities. 5) Therefore, SEN support is described as inclusive and intervention-based rather than a specialist SEN facility.
1) The Josiah curriculum emphasises bilingualism in English and Mandarin. 2) No explicit EAL programme is publicly disclosed. 3) Language development is supported through bilingual instruction integrated across the curriculum. 4) Josiah Enrich and Josiah Online provide additional language and literacy supports that can benefit multilingual learners. 5) There is no published detail on EAL-specific staffing.
1) MAP fosters socio-emotional competencies, including the development of EQ, through Dance, Vocals, and arts activities. 2) MAP supports cooperation, sharing, and concentration, contributing to students' emotional development. 3) The Josiah Way emphasizes an atmosphere of love, independence, and a structured routine that supports wellbeing. 4) Harmony teaches children to love, share, respect and empathise, reinforcing social-emotional wellbeing. 5) Overall, wellbeing is integrated through MAP and the Josiah Way's holistic approach to development.
1) Safety and hygiene are highlighted as part of Josiah's core value of Excellence. 2) Inclusivity is linked to safeguarding through Josiah Care's early-intervention approach. 3) There is a stated commitment to total care and protection for children. 4) There is no explicit safeguarding or child-protection policy publicly disclosed on the Josiah site. 5) Therefore, public domain information on safeguarding is limited to safety emphasis and inclusive practices.
Josiah Montessori follows the Montessori philosophy, emphasizing independence, freedom within limits, and respect for a child's natural development. The curriculum is enhanced by the in-house developed Musical Arts Programme (MAP), which integrates performing arts to instill essential values. The school caters to children from 2 months to 6 years old, with programs segmented into Infants (2 months–18 months), Toddlers (18 months–3 years), Kindergarten (3–5 years), and Pre-Primary (6 years).
NEST, Dover Court International School’s Early Childhood Learning programme, gives young learners (aged 3 to 7) the best possible start. In a calm and nurturing environment, children learn through play, discovery and exploration – guided by expert teachers who spark curiosity and build confidence every step of the way.
From social–emotional wellbeing to early literacy and numeracy, our personalised approach ensures every child feels known, supported and inspired to thrive.
✨ Discover where learning grows naturally.
👉 Book a visit with NEST at Dover Court.
Answers to the most common questions parents ask when relocating to Singapore, from admissions timelines to language options.
A clear guide to the main international school curricula in Singapore and how to choose the right one for your child.
When it comes to choosing the right international school in Singapore, the question isn’t “What’s the best?”—it’s “What’s best for us?”
