Programme
Multilingual learning:
Victoria implements a trilingual and bilingual co-class teaching approach with the aim to strengthen children's biliteracy and trilingual abilities. In a nurturing environment, we prepare the children for a global society. Research shows that being able to master more than one language enables children to have more cognitive abilities. In today’s ever changing world it is increasingly important to be able to converse in multiple languages in order to develop cultural competence as a global citizen.
Victoria implements a trilingual and bilingual co-class teaching approach with the aim to strengthen children's biliteracy and trilingual abilities. In a nurturing environment, we prepare the children for a global society. Research shows that being able to master more than one language enables children to have more cognitive abilities. In today’s ever changing world it is increasingly important to be able to converse in multiple languages in order to develop cultural competence as a global citizen.
As Chinese and English are amongst the top 3
languages spoken in the world today, our unique multilingual environment provides instruction in Cantonese,
English and Putonghua from 3 native speaking teachers.
Columbia University Teachers College Reading and Writing Project (TCRWP):
Teachers College Reading and Writing Project (TCRWP) is a research based, well established, dynamic reading and writing project out of Columbia University, USA. Its staff developers carry out constant research and travel worldwide delivering up to the minute training to teachers. Victoria’s kindergartens are proud to be in partnership with TCRWP receiving yearly onsite training from their staff developers for their English and Chinese teachers. Since the introduction of this project Victoria’s kindergarten students stamina for reading and writing within a meaningful context has prepared them to succeed as avid readers and writers as they progress into primary schools.
In the classroom, children participate in readers and writers workshops where they learn and are given a chance to apply the skills of what real readers and writers do. The workshop begins with a short mini lesson, the teacher models one strategy and the children are given opportunities for active engagement, where they also try the strategy independently or with a partners. After the mini lesson, the children are able given an extended period time to write and read independently where they build stamina and try the strategies that have been taught. During that time, the teacher acts as a facilitator monitoring how children can independently apply what has been taught, hold small group strategy group sessions or individual conferences with each child to help them progress in their skills as readers and writers. It is a great opportunity for the children to be creative and allows them to build on their communication skills by presenting and sharing their learning to their teachers and peers.
For more information, please visit http://readingandwritingproject.org
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Teachers College Reading and Writing Project (TCRWP) is a research based, well established, dynamic reading and writing project out of Columbia University, USA. Its staff developers carry out constant research and travel worldwide delivering up to the minute training to teachers. Victoria’s kindergartens are proud to be in partnership with TCRWP receiving yearly onsite training from their staff developers for their English and Chinese teachers. Since the introduction of this project Victoria’s kindergarten students stamina for reading and writing within a meaningful context has prepared them to succeed as avid readers and writers as they progress into primary schools.
In the classroom, children participate in readers and writers workshops where they learn and are given a chance to apply the skills of what real readers and writers do. The workshop begins with a short mini lesson, the teacher models one strategy and the children are given opportunities for active engagement, where they also try the strategy independently or with a partners. After the mini lesson, the children are able given an extended period time to write and read independently where they build stamina and try the strategies that have been taught. During that time, the teacher acts as a facilitator monitoring how children can independently apply what has been taught, hold small group strategy group sessions or individual conferences with each child to help them progress in their skills as readers and writers. It is a great opportunity for the children to be creative and allows them to build on their communication skills by presenting and sharing their learning to their teachers and peers.
For more information, please visit http://readingandwritingproject.org
Read More
Agency by Design: Early Childhood in the Making, a research initiative of Project Zero,
Harvard Graduate School of Education
Victoria Educational Organisation is honoured to work with researchers at Project Zero, a research centre at the Harvard Graduate School of Education, to explore and develop an Early Childhood specific framework that supports maker-centred learning. The maker-centred learning concepts the Project Zero research team is investigating along with the in-depth thinking routines focused on maker-centred learning goals nicely complement several of the concepts currently built into the IB PYP curriculum. Maker-centred learning ideas support enabling young children to begin to deconstruct and analyse the made dimensions of their world and encourage them to think more deeply about the objects and systems that they engage with in their everyday lives.
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Victoria Educational Organisation is honoured to work with researchers at Project Zero, a research centre at the Harvard Graduate School of Education, to explore and develop an Early Childhood specific framework that supports maker-centred learning. The maker-centred learning concepts the Project Zero research team is investigating along with the in-depth thinking routines focused on maker-centred learning goals nicely complement several of the concepts currently built into the IB PYP curriculum. Maker-centred learning ideas support enabling young children to begin to deconstruct and analyse the made dimensions of their world and encourage them to think more deeply about the objects and systems that they engage with in their everyday lives.
Read More