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Port of Holland

Port of Holland

International child centre

pcb De Ontmoeting - primary school
Royal Kids Daycare

Port of Holland

Port of Holland

International child centre

Port of Holland

Port of Holland

International child centre

Future orientated

Future orientated

Arithmetic, language, reading and world orientation form the basis. In addition, we want to fill the backpacks of our pupils with knowledge and skills that fit the 21st century, the so-called 21st Century Skills:

▪ Critical thinking
▪ Creative thinking
▪ Problem-solving skills
▪ Computational thinking
▪ Informational skills
▪ Basic ICT skills
▪ Media literacy
▪ Communicating
▪ Cooperation
▪ Social & cultural skills
▪ Self regulating

You can find these 21st century skills in the following principles of our education.

Innovative

Innovative

English, entrepreneurship, economics, shared leadership and media literacy will become even more important for the current generation entering the labour market in twenty years' time. These skills are important both for the children choosing a theoretical further education and for the more practical talents.


Bilingual education

In two years, the school wants to go to increased English, which is 15% of the teaching time in English. And within four years, this results in a bilingual school that offers 30 - 50% of its instructions in English. The school is actively committed to internationalisation and is looking for partners at home and abroad who, like de Ontmoeting, place the emphasis on bilingualism and entrepreneurship. In collegial cooperation with the Comenius for Secondary Education, the school wants to put 'entrepreneurship' on the educational offer. Entrepreneurship requires critical thinking, creativity, problem-solving ability and cooperation from children.
Within the new website, children can communicate with each other about schoolwork and other activities in a protected environment; in this way they become media literate.

ICT literacy can also be found in learning how to deal with programmes such as Excel, PowerPoint and Prezi. Finally, children learn to filter the right knowledge and information within the web, which matches their educational needs.

Pedagogical principle

Pedagogical principle

A rich, powerful and meaningful learning environment challenges pupils to learn. The most important thing here is that the student feels comfortable and safe. For the pupil it is important that he feels that his way of learning is appreciated and that he is recognised as a person by the teacher and fellow pupils.

Because the teacher has a crucial role in this, we give eventful and focused attention to each child.

Quality principle

Quality principle

Education stands or falls with good teachers. That means, that we must steer on quality. But what is; or what makes a good teacher?

A good teacher meets the competences of primary education.First, the teacher has the skills to communicate instructions to children in a way that they can understand. For this we use the direct instruction model. A clear and predictable classroom management is the foundation of good education.

In addition, our school has several specialists who have done in-depth training within their field. They are connected to expert groups. An expertise group is a cooperation platform in which a subject is discussed in more depth than during team meetings or network meetings.

Expertise groups offer the opportunity for a more detailed look at a subject and research with the aim of finding a practical solution that can be applied within the schools of the organisation.

The knowledge that these professionals have is of great importance to the other educational staff members. They share and expand their knowledge, disseminate the available knowledge, follow new developments and develop new or existing projects.

Professional principle

Professional principle

De Ontmoeting draws its inspiration from the management philosophy formulated at the top of the school, which determines the direction of professional culture.

The professional culture contains the following aspects:

  1. Stimulating authenticity, involvement and taking initiative aimed at achieving higher common
    goals.
  2. Giving trust to others: giving organisations space to show new insights.
  3. Wanting to share your own knowledge with others.
  4. Continuously connecting yourself with others, also in networks.
  5. When setting up a new collaboration, deciding together on how best to organize it.
  6. Sharing leadership tasks based on qualities.
  7. Creating space to experiment, to make mistakes and to develop new forms of collaboration.

In the above-mentioned context, activities such as flash visits, peer consultations, work meetings,
conversations, evaluations and team analyses take place.