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Causeway Bay Victoria Kindergarten
Causeway Bay Victoria Int’l Nursery
Causeway Bay Victoria Int’l Kindergarten

A Brief Introduction to Our Campus


Our campus, Causeway Bay Victoria Kindergarten & Causeway Bay Victoria International Kindergarten, is an IB world school that follows the PYP programme. We became an authorised IB World School in March 2012.


Our mission


Causeway Bay Victoria Kindergarten and International Kindergarten develops a community of international, curious and lifelong learners who help to build a better world through open-mindedness, understanding, trust and respect.


We accomplish this through a diverse and energetic curriculum delivered by enthusiastic and professional staff in partnership with children and parents, in a safe, nurturing and supportive environment.


Our programme allows children to enjoy learning and to reach their optimal potential – academically, socially and personally, giving them the skills and attitudes to be confident and responsible in an evolving world.


1. Through our school’s many and varied learning activities, children learn to think, inquire, create, observe, research, find answers, ask questions and solve problems. They practice communicating and learn to appreciate others. They work together to achieve success. They learn to accept responsibility and gain self-confidence to try new things and to express themselves. Through this, they can achieve successful development, and that is the best result!


2. Our school is approximately 1,415 square meters in area.

14 classrooms

1 multipurpose room

1 children’s library

2 outdoor play areas

1 indoor multi-purpose hall


3. Streams - Trilingual (English/Cantonese/Putonghua) and Bilingual (English/Putonghua)





Pre-Nursery (2 – 3 years old)

Nursery (3 – 4 years old)

Lower (4 – 5 years old)

Upper (5 – 6 years old; Afternoon only)

Whole Day:

Upper(5- 6 years old)




Morning session

Afternoon session


8:45am - 11:45am

1:00pm - 4:00pm

(Monday to Friday)

K3 Whole-day session

K3 Afternoon session

8:45am - 4:00pm (Mon-Fri)

1:00pm - 4:45pm (Mon-Fri)


4. Parents’ Participation: We believe that successful development of children depends on close co-operation and collaboration between parents and teachers. Therefore, parents play a vital role in our school. Parents may become involved in teaching activities, story-telling, new parents' orientations, newsletters, workshops, parent-child outings, sports days, the parent-child home reading scheme and parent-child home projects. The Parent-Teacher Association (PTA) was established in 1996 to enhance co-operation and collaboration between parents and teachers.







5. Teaching/Learning Methods:

Quality Learning

We provide the children with an interactive learning environment that gives them different scenarios in which to actively explore, think, question, create and problem-solve, as well as learn to communicate with their peers, appreciate and care for others and enjoy their achievements together.





Discovering new things
We respect the learning interests of the children. We believe in the ability of the children and in a child-directed curriculum, the objective being to stimulate their thinking and creativity and develop their potential. During a typical activity, the teacher would, through this kind of educational model, encourage the children to explore, observe and create to express their inner feelings and thoughts. This helps the children to develop their multiple intelligences.
6. Teacher to student ratio: 1:8-12
All teachers in our school have received teacher training certificates and are registered with the ED. About 32% of them are foreign native-English-speaking teachers, of whom all are qualified teachers and many are university graduates. In addition, experienced native Putonghua teachers are also employed to teach Putonghua.
7. Method of Assessment: Our school employs an on-going method of assessment that systematically incorporates individual observation and assessment.
8. Enrollment: The Victoria Educational Organisation distributes enrollment applications every September for enrollment in the following year.
9. Interviews: Children applying to the Pre-Nursery and the Nursery classes attend interviews with their parents. During the interview, the child engages in various activities while the teacher participates in a non-obtrusive way, playing with the child, while at the same time observing him/her at play.




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Primary Years Programme

In the PYP, students are encouraged to develop international-mindedness through engagement with the learner profile. IB learners strive to be:
Inquirers Open-Minded
Knowledgeable Caring
Thinkers Risk-takers
Communicators Balanced
Principled Reflective



Learners Constructing Meaning : Inquiry in the Early Years

Our Early Years learners are by nature, full of curiosity. Our school environment supports the children in their exploration and investigation of both new and familiar concepts.


Inquiry-based learning is driven by the learner’s questions and wonderings rather than the teacher’s lessons. The role of the teacher during inquiry is to guide and facilitate the students to construct their own meaning through engaging, relevant, challenging and significant learning.



The Primary Years Programme is organised around six transdisciplinary themes through which children construct meaning from experience about the social and physical world around them.


Who we are
How we express ourselves
Where we are in place and time
How the world works
How we organise ourselves
Sharing the planet


The PYP curriculum comprises three interrelated components (shown below) that inform teachers about their own practice during student inquiry. The teacher can then facilitate the connection between a child’s prior knowledge and knowledge to be acquired.


Components of the curriculum


What do we want to learn? The Written Curriculum

The Primary Years Programme (PYP) strives for a balance between the search for understanding (concepts), the acquisition of essential knowledge and transdisciplinary skills, the development of positive attitudes and the opportunity for positive action. The five (5) components of the written curriculum are considered “essential elements”. In the learning environment, students engage with the curriculum through meaningful situations and engagements. They develop skills that transcend the individual disciplines, which ultimately help them to conduct purposeful inquiry and prepare for further education and life beyond school.


How best will we learn? The Taught Curriculum

The taught curriculum is the written curriculum in action. Central ideas, infused with a spirit of “inquiry”, are chosen in each unit of inquiry that will enhance each student’s understanding of issues of global significance. Inquiry is the process initiated by the students or the teacher that moves the students from their current level of understanding to a new and deeper level of understanding.


How will we know what we have learned? The Assessed Curriculum

The prime objective of assessment in the PYP is to provide feedback on the learning process. Students and teachers should be actively engaged in assessing the students’ progress as part of the development of their wider critical thinking and self-assessment skills.


Information provided by the IBO

More information about the International Baccalaureate Organization (IBO) can be sourced from their website






Tel: 2578 9998      Fax: 2887 9680