Approach to bilingualism

To complete its educational proposal based on the Cambridge system, which at the moment does not offer pathways to the cycle of childhood, VITTORIA JUNIOR INTERNATIONAL SCHOOL proposes for the youngest children a pre-school that can be the natural introduction to the bilingual approach of the following cycles, Primary and Lower Secondary, gradually bringing children closer to the foreign language and familiarizing them with the experimental disciplines.

The pre-school should accompany the child’s growth by developing his or her identity, autonomy and competence, and educate him or her to global citizenship. Our pedagogical project takes up this ambitious challenge by conveying the teaching subjects in ITALIAN and ENGLISH without interruption.

In order to allow this to take place gradually and with due respect for the timing and skills of each individual student, the children will be divided into three sections of homogeneous age. There will be, however, moments of inter-class sharing, useful to encourage learning through cooperation and to develop a sense of responsibility.

Starting from the assumption that the young child, unlike the adolescent and especially the adult, is more receptive and able to naturally acquire the correct phonetic competence in the second language, Italian and English will be equally conveyed in both educational and recreational activities.

In particular for the English language, we will follow a multi-sensory approach and will offer children fun and simple activities, using the Jolly Learning method (Jolly Phonics, Jolly Grammar and Jolly Music), techniques and materials successfully tested in various schools in Great Britain.


  • Children will be divided into age groups so that all the activities carried out can aim at a balanced, serene and harmonious development. During the school year, teachers will carry out the topics of the curriculum using a variety of techniques, games, activities, songs, nursery rhymes, reading and dramatization of fairy tales, painting, handling activities, drawing, etc. ….
  • Particular importance is given to motility: all groups, in fact, will perform several hours per week of psychomotricity both in English and Italian, to promote their psycho-physical development.
  • For groups of 4 and 5 years of age there will be play and educational outings, in order to start introducing the children to the territory and the city in which they live.
  • In particular, for the 5-year-old section, the children will be involved in educational activities preparatory to the start of the Cambridge Primary course, which already provides the approach to the disciplines of the curriculum itself from that age. The proposed didactic activities, which therefore constitute one of the aims of the last year of kindergarten, will be dedicated to pre-writing, pre-reading and pre-calculation.
  • Activities such as snack, lunch or play are also moments of learning and growth and will be carried out in English, but always with attention to the needs and requirements of the individual child.

Specific learning objectives

Regardless of the content and the specific didactic situations that will be proposed, our planning is aimed at supporting the following experiential objectives. It should be stressed, however, that each educational objective should not be considered in an “isolated” and “end in itself” way, but always proposed in a transversal and reticular way:

  • BODY, MOVEMENT, HEALTH – The boy / girl:
    • expresses feelings and emotions with the body;
    • performs and participates in group games;
    • acts in sync with his mates.
  • THE SAME AND OTHER – the boy/girl:
    • develops a sense of friendship;
    • recognizes diversity and similarities when confronted with mates of different nationalities and cultures;
    • perceives him/herself in relation to others;
    • develops confidence in one’s own relational abilities
    •  collaborates and experiences on a common project;
    • observes and experiences different situations;
    • observes, describes and compares images;
    • makes “unusual” experiences and discoveries, i.e. confronts unfamiliar situations.
    • graphically represents feelings and emotions;
    • plays with the meaning of words;
    • understands the messages of his classmates and the teacher;
    • experiments with different expressive techniques;
    • knows people who are physically and psychologically different from him/her;experiences actions and handling with different materials.