Mission and Values
At Vivaldi, we believe that education is more than just the transmission of knowledge. It is about guiding children as they explore, think, and engage in hands-on learning, helping them discover their unique strengths. Step by step, they build the capacity to understand the world, overcome challenges, and embrace lifelong learning.
About
With two decades of experience as a university English lecturer and over twenty years dedicated to international education—including fifteen years serving in international schools and the completion of secondary teacher training—my career spans both higher and secondary education. This comprehensive journey has given me a profound, firsthand understanding of the strengths, weaknesses, and pedagogical differences between Eastern and Western educational systems
When I worked in the junior and senior high divisions of an international school, I often saw children dreaming of studying abroad struggling under the dual pressures of language and academic disciplines. Ultimately, if you can lay a solid foundation for your child in international courses during elementary school, cultivate a natural and fluent sense of English, and simultaneously discover their talents and interests, they will be able to thrive when applying to overseas universities in the future. As long as you can get into a department that matches your personal preferences, your job prospects are naturally promising. Therefore, the golden nurturing period at the elementary school stage is crucial!
However, in Taiwan, there are very few schools specializing in international curricula at the elementary level. The "New Taipei City Vivaldi International Experimental Education Institution" was born out of this demand. We adopt the US CCSS (Common Core State Standards) and NGSS (Next Generation Scientific Standards) as our core curriculum, and uniquely use 'musical enlightenment' as a focal point, fostering authentic and profound learning through the influence of movement, public speaking, and stage performance. We guide children to flexibly use their brains and become leaders in mastering AI technology, rather than being controlled by technology. At Vivaldi, we not only impart knowledge but also build a laboratory for children to "discover themselves."
Our Vision
Throughout their elementary years, students explore and learn within our nine specialized classrooms, cultivating diverse talents and outstanding character. Complemented by a rigorous swimming program that builds a robust physical foundation, we firmly believe these fully empowered children will transition into middle school as shining standouts among their peers.
Whether they choose to pursue international programs or study abroad in the future, Vivaldi graduates can thrive with ease; Not only can academic courses be seamlessly connected, but they also demonstrate confident cross-cultural adaptability.
Like a classic symphony, we hope every Vivaldi child can grow naturally with the seasons and find their own rhythm for learning and life. With this foundation and confidence, you will naturally enter the ranks of the world's top 100 universities, exuding a unique presence in the top academic halls and continuously shining with your own brilliance!
Headmaster Wei-Kai (Kyle) Chang's Beliefs
Cultivating an Environment Tailored to Each Child, Empowering Them to Discover Their Authentic Selves
From "Portfolios" to "Norms": Recognizing the Limitations of Education
In the mainstream Western university admissions system, the core spirit lies in "Portfolio Assessment." Each applicant proves their value to their ideal universities by showcasing unique personal traits (as seen in the American system) or professional competencies (as in the British system). In contrast, regions influenced by Confucian culture still struggle to break free from the destiny of exams governed by "summative assessments" and "norm-referenced" standards. Under a singular testing metric, even the most beautiful educational visions are often forced to compromise for the sake of scores during the middle and high school years. This is a sharp observation I have made throughout my educational career.
The Elementary Years: Safeguarding the "Air
of Freedom" Fortunately, elementary education presents an entirely different landscape. Free from the shackles of grades, children can breathe and grow in an "air of freedom." According to Jean Piaget’s theory of cognitive development, elementary students are in the "concrete operational stage"; meanwhile, Lawrence Kohlberg’s theory of moral development indicates that children at this time are transitioning from relative pragmatism to seeking social approval. All of this signals a crucial truth: we must not force children to "grow up too fast" during their elementary years, nor should we stifle their growth with overly profound or advanced academic demands. Instead, we should allow them to fully explore their interests, uncover their talents, and navigate their aptitudes. Whether these children ultimately choose to undergo the baptism of the traditional exam system or shine on the international stage through their personal portfolios, the "aptitude positioning" established in elementary school will serve as their greatest foundation of strength for the future.
Vivaldi's Core Philosophy: Guiding Children to "Play" with Vision
At Vivaldi, we do not simply let children "play"; we employ a rigorous logic of guidance: Inspiring Motivation: Guiding
- them on why to play. Learning Methodologies:
- Teaching them how to play.
- Autonomous Choice: Mentoring them to decide what to play.
This is precisely the core value we wish to impart. Our school motto—"Knowledge, Honor, Global Perspective"—is not a set of dry dogmas, but principles to be internalized into our students' DNA:
- Knowledge: No longer forced memorization, but transformed into a lifelong attitude and approach to learning.
- Honor: Not for winning praise, but transformed into empathetic understanding and a humble reverence for others and nature.
- Global Perspective: Not merely bilingual communication, but a profound inclusion and understanding of diverse cultures.
Conclusion: Not Just "Happy Learning," But "Exhilarating Learning"
We do not obsess over evaluating how many vocabulary words a child has memorized or how many formulas they have solved; we care far more about the cultivation of their metacognitive skills. If learning can return to its non-utilitarian essence, the paradise that is Vivaldi will provide the most nurturing soil.
Here, we do not advocate for superficial "happy learning"; what we pursue is "gratifying learning" (痛快學習). We guide children to experience both the bitter and the sweet in the learning process. The moment they break through challenges and achieve success, that profound, heartfelt exhilaration is the most moving manifestation of education.
Ultimately, we extract the finest elements of Eastern and Western educational philosophies. By utilizing the elementary years—the optimal period for immersive language acquisition—we adopt an all-English teaching approach. Coupled with the principles of early music education to multiply their learning effectiveness, we guide our students to seamlessly bridge the gap to domestic and international universities, empowering every unique child to achieve their truest self.
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