Opening the Next Chapter of ​Your Child's Learning Journey

Yes. Our school operates on a four-quarter system (Spring, Summer, Fall, and Winter). We welcome applications from all eligible elementary school students (up to 6th grade), including international students.

The maximum class size at our school is 15 students! Our school emphasizes the benefits of "Small Class Size" teaching. According to the STAR experiment (Student-Teacher Achievement Ratio) in Tennessee, USA, it was found that when class sizes drop to 13-17 students, students' academic performance (especially in language and math) significantly outperforms those of classes with 22-25 students. This benefit is most pronounced in lower grades (K-G3) and is even more helpful for economically disadvantaged or minority students. Children participating in small class teaching have a stronger "emotional connection" between teacher and student. In classes of 15-20 students, teachers can conduct true "Differentiated Instruction," accurately tracking each student's learning progress and psychological state.

Our school integrates Jean Piaget's Cognitive Development Theory with the curriculum, ensuring that the curriculum not only meets the academic rigor of the American CCSS but also precisely matches the "rhythm" of children's brain development. Piaget's core point is that children are not "little adults"; they undergo qualitative changes in their thinking at different stages. A. Preoperational Stage (2-7 years old) — Bridging K and G1 B. Concrete Operational Stage (ages 7-11) — G2 to G5 C. Formal Operational Stage (11 years and above) — G6 transitions to junior high

Preparing for the transition to middle school is a top priority in our curriculum design. We ensure our students possess a competitive edge that exceeds the requirements of traditional school systems through the following three pillars of support: A. Substantial Academic Advantage: Our foundation is built upon the US Common Core State Standards (CCSS), paired with the in-depth Mandarin requirements of Taiwan's 108 Curriculum Guidelines. By the time they graduate in the 6th grade, our students' English proficiency generally reaches the CEFR B1 level (intermediate). This not only allows for a seamless transition into international programs but also provides a significant advantage in domestic middle schools. B. Targeted Support for Private School Admissions: For families whose goal is a private middle school, students in the 5th and 6th grades can choose to participate in specialized after-school clubs. Through structured educational scaffolding, we help translate the logical thinking skills cultivated by our experimental approach into precise problem-solving and test-taking abilities, empowering your child to navigate competitive environments with ease. C. Transferable Core Competencies Across Systems: The core spirit of experimental education lies in cultivating a child's capacity for "self-directed learning." At Vivaldi, students learn how to write reports, analyze data, and manage their time effectively. Regardless of the educational system they enter in the future, these transferable skills allow them to quickly adapt to new academic paces and become frontrunners in their classes. We don't just prepare children to "transition" to middle school; we are dedicated to helping them excel when they get there.

No. This is because American mathematical concepts are built on the philosophical foundation of cognition and problem-solving, while Taiwan's mathematical ability focuses on question-solving, calculation, and even rapid response. The teaching philosophies of the two are not aligned, so it's actually impossible to compare. If students have talent in math and science, they are not limited by a single teaching material, nor will a single teaching material suddenly make children highly capable. Moreover, our school uses ability-based class design. As long as talent is there, we have the responsibility to guide and teach there, ensuring it is not overlooked. American math ability is simple, but it's an illusion. They don't use multiplication multiplication, but use calculators directly. They don't focus on quick mental calculations but focus on thinking and solving problems. They leave the calculation to machines, and solving takes a long time (because they have to think), so American math seems very simple. The foundations and goals of math and science teaching differ between the US and Taiwan, each with its own strengths and weaknesses. However, the American approach to math and science education still allows Nobel laureates to flourish everywhere, and its innovation ability is world-class. Parents need not worry that American math is easy to learn and may affect their children's math and science learning.

Mandarin education is not only about cultural heritage but also about "mental exercise." When students learn the "summarization method" in Mandarin class, they can quickly grasp the key points in CCSS math word problems. Additionally, when students understand 'turning words' in Mandarin class (although... But... ), and when writing English, he can naturally use However and Nevertheless.

We place great importance on the safety and convenience of every student's commute and understand that commuting arrangements are an important factor for parents. As an experimental educational academy, our shuttle bus routes are precisely designed based on the actual distribution of enrolled students. Please state your requirements during the registration process. The Office of Student Affairs will incorporate your feedback into the route adjustment evaluation model, establishing an efficient and friendly commuting network.

These eight graduation requirements are the growth blueprint our school has designed for the six-year integrated learning. We understand that every child's development pace is different, especially for transfer students who join midway. Our school's graduation standards are not rigid 'thresholds' but rather 'guidance for aptitude' development. If students face challenges in certain areas, instructors and teaching teams activate Scaffolding to tailor learning paths. Even if students do not meet all eight criteria, they can still graduate normally. What we value more is the 'value added' in the learning process—perhaps they don't meet the mark in one indicator, but in another, they show remarkable talent and passion. Discovering and nurturing each child's unique shining points is the core mission of Vivaldi International Academy.

Yes, your child will definitely receive an official diploma. According to the 'Regulations for the Implementation of Non-School-Type Experimental Education at Senior High Level and Below,' our Academy adopts a cooperative model with public elementary schools (registered schools). Student registration will be set at the partner elementary school, and upon graduation, students will receive an official graduation certificate from that school. Additionally, Vivaldi International Academy will issue an additional 'School-Based Learning Portfolio Certificate,' which details the child's academic achievements under the CCSS international curriculum, achievement of the eight major graduation indicators, and multi-element developmental performance. This certificate will be highly valuable and competitive for future applications to domestic and international secondary schools.

Of course you can. We respect each family's different considerations regarding their children's learning environment. For students who did not participate in the overseas exchange, the school will simultaneously offer a 'Global Localization (Glocal) Parallel Course' on campus. This program will ensure synchronized academic progress, thematic learning, and ultra-small class sizes for refined instruction. No matter where your child is, we are committed to providing a solid and internationally minded educational experience.

Our school's PE curriculum is designed to support learning A. Brain Nerve Cell Growth: Harvard Medical School professor John Ratey pointed out in Spark that aerobic exercise produces BDNF (brain-derived neurotrophic factor), which acts like the brain's 'magic soap' that helps neuronal connections and significantly improve learning efficiency. B. Visual and Spatial Logic: Trajectory prediction in ball sports enhances the brain's ability to handle geometry and physical space, directly assisting coordinate and geometric learning in CCSS mathematics. C. Social-emotional and rule internalization: PE class is the best place to practice 'frustration tolerance.' When a child loses a game, this is the perfect moment for the homeroom teacher to step in for SEL (Social-Emotional Learning).