南京仙林國(guó)際學(xué)校辦學(xué)優(yōu)勢(shì)，南京仙林國(guó)際學(xué)校是一個(gè)包容性的學(xué)習(xí)社區(qū)，鼓勵(lì)國(guó)際思維，個(gè)人卓越，創(chuàng)造性思維。

　　Nanjing International School is an inclusive learning community inspiring international mindedness, personal excellence, creative thinking.

　　We want to live our mission. In order to bring our mission more to life for our students we have recently launched a new strategy. We have two simple sounding goals Student Voice and Choice and Burst the Bubble.

　　Student Voice and Choice - we believe that students should have an authentic voice in choosing what and how they learn to allow them to achieve personal excellence, to feel included and to think creatively.

　　Burst the Bubble - we believe that developing the disposition of international mindedness will make our students better equipped young adults to engender understanding in those around them. China is our campus for learning and we need to get more engaged in our host country to genuinely feel a sense of international mindedness.

　　This strategy is awesome, ask our students.

　　Service Activities

　　NIS actively engages with the local community organisations and aims to provide NIS students with opportunities to contribute to and learn from the local Chinese culture. Service is an established part of the school curriculum in PYP, MYP and DP. We believe that involving yourself in and out of school in service activities adds to one's personal excellence and further develops NIS as an inclusive community.

　　Pfrang Association

　　NIS students have been working with the Pfrang Association for 16 years by helping to support the education of disadvantaged Chinese students in Northern Jiangsu province. Currently the Pfrang Association supports approximately 300 Middle / High school students.

　　Ting Ting Deaf School

　　We are in our fourth year of interaction with Ting Ting Deaf School and regularly have an reciprocal visits that include various cultural and sporting activities with Primary school Chinese students who are hearing impaired.

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