STEAM stands for Science, Technology, Engineering, Art and Maths.

In the traditional curriculum delivery, the arts and sciences have been taught as separate subjects. The advent of new and emerging technologies and industries, including virtual and augmented reality, 3D print and manufacturing, IoT and AI, has highlighted a future skills gap and a realisation that the integration of subjects is now essential.

“It’s not about content and information recall, which machines do much better than humans, rather it’s about skills, competences, collaboration and real-world problem-solving.” (Graham Brown-Martin, Chief Education & Product Officer at

STEAM@MIS is a transdisciplinary approach that addresses future challenges by teaching the next-generation core skills like collaborative problem-solving and creative and critical thinking.


In a classroom, a task is considered a STEAM activity when it combines two or more of these two STEAM subjects of study (Science, Technology, Engineering, Art and Maths).

This approach strives to prompt curiosity, inquiry, interest and wonder through exploration, discovery and hands on learning; and to develop transferrable skills, putting creativity, curiosity, collaboration and confidence, at the heart of learning.

Students who participate in STEAM learning: think outside the box, feel safe to express innovative and creative ideas, feel comfortable doing hands-on learning, take ownership over their learning, work collaboratively with others, understand the ways that science, maths, the arts, and technology work together, and become increasingly curious about the world around them and feel empowered to change it for the better.

STEAM teaching methods, particularly in primary education, are guided by thematic units rather than compartmentalized subjects and much of classroom time is given over to assisting students with supervised collaborative projects. Time spent receiving information while seated is minimal, instead students are encouraged to learn by doing.

STEAM@MIS allows teachers to mix and match different areas of science and deliver knowledge through practice and experiments. During this process, students can master learning methods, become more creative and curious about things, develop hands-on ability and logical thinking. We believe this is more important than memorizing figures or formulas.

In order to enhance students’ ability to integrate multi-disciplinary knowledge, MIS has cooperated with China standardized STEAM curriculum system. The STEAM curriculum was mainly launched in cooperation with the University of California, Beijing University of Aeronautics and Astronautics, Southeast University, Thonburi University (Thailand) and other universities to launch the first complete K12 curriculum system in China.

MIS takes the STEAM education concept as the core, adopts the project-based learning model to carry out classroom activities, and combines the 5I teaching method for our children from aged 3-14.

At MIS, STEAM education allows teachers to mix and match different areas of science and deliver through practical experiments. During this process, students can master learning methods, become more curious and creative as they develop hands on ability and logical thinking.