Fostering Global Citizenship

Everyday English Exposure


At Veritas Kindergarten all of the students get to enjoy English Time! Whether it’s singing in English, activities, games, or arts and crafts, the students get the chance everyday to learn in a natural English speaking environment. 

Veritas World Class


From space, the earth is small and has no national borders. There are many things happening on earth, but I hope we can overcome them through mutual understanding and cooperate with each other to create a peaceful world.


This is a message sent by astronaut Yui Kimiya from the International Space Station.


In recent years, our society has become more and more borderless, especially in the fields of culture and information. Therefore, coexistence with people from different cultures has become indispensable. In such a society, the five “strengths” mentioned in the educational policy of Veritas are essential.


Cultivate a pure heart that loves oneself, one’s family, one’s friends, and all other people.


Cultivate pride for your country and the English language skills to explain your culture to people from around the world.


Cultivate a strong body and mind that is able to withstand any challenge.


Cultivate the communication skills to listen to people and the knowledge to understand others.


Cultivate a spirit of social responsibility and the confidence to put it into practice.



Veritas World Class aims to nurture children who can lead the construction of a multicultural society in the future.

対象 年中および年長の希望者/定員20名程度

Target: Children from about 4 years old to 5 years old / Capacity of approximately 20 children

World Class Logo

World Class Routine


After the students have had lunch, they get ready for World Class which starts:
12:40 – 13:50 (Mon – Thu) ・ 12:30 -13:40 (Fri).

1. Afternoon Work 15分


This consists of simple math & handwriting worksheets as well as review worksheets based on the previous lesson’s study. Afternoon work helps turn their focus towards learning.

Break 5分

2.Circle Time15分


This is where the class gathers to start learning together. We go over the daily weather, calendar, share stories, review the current geographical topic, and prepare the students for the main lesson.

3.Main Lesson30分


Based on the curriculum’s monthly theme, we teach the students a variety of lessons related to the theme. 

4.Reflection of the Day5分


Reflect on what was studied during the main lesson.

Native English Teachers

アルブライト・ボウ Beau Albright
アメリカ合衆国出身 USA
カリフォルニア大学サンディエゴ校 日本研究科 卒業 UC San Diego graduate
早稲田大学 国際教養学部 留学 Studied abroad at Waseda University
アメリカ合衆国 カリフォルニア州 代用教員免許 CA Substitute Teaching License


We also invite special guest teachers based on the curriculum’s monthly theme. 

Support system for overseas training and study abroad

Overseas training to gain experience at local childcare facilities



We hope that teachers themselves, who educate children, will grow through contact with various cultures and languages. This will surely help our children’s education. With this in mind, we have introduced an overseas training and study abroad support program for all staff members.

Many of our staff members have used this program, and the experience has not only helped them grow as individuals, but has also enhanced our learning environment, which is based on our philosophy of multicultural education.

海外研修 -事例-
Overseas Training Program -Program Example-

海外研修 最近の事例:シアトル研修

Recent overseas training program: Seattle Training Program

研修先:米国ワシントン州シアトル 3つの園を訪問

Training site: Seattle, Washington, U.S.A., visited 3 preschools

 1.A World Discovery Montessori School

 2.International Learning Academy

 3.Bellevue Children’s Academy


Period: August 6-11, 2019


Participants: 5 Veritas Academy staff members

 1. A World Discovery Montessori School …モンテッソーリ教育を行う幼稚園

 2. International Learning Academy   …日本語に触れる塾

 3. Bellevue Children’s Academy… 4歳から中学生まで

Participants' Thoughts

  • 今回3つの園を訪問し様々な保育を見て、それぞれ考え方や教育方針は様々で、それぞれ良さがあることに気づきました。この経験をヴェリタスでの教育に活かしていきたいと思います。
  • After visiting three different preschools and seeing various types of childcare and education, I realized that they all have different ways of thinking and different educational policies, and each has its own strengths. I would like to utilize what I learned there at Veritas.
  • 今回の研修を機に、3つの園と連絡を取り合ってお互いの園の情報交換をしたり、子ども達の交流をしたりしていくことで、より良い教育を進められるのではと思います。
  • We hope that this training will be an opportunity to keep in touch with the three preschools, exchange information about each other’s preschools, and connect children with each other in order to promote better education.
  • 他の国で子ども達に外国語を教える難しさを実感。ヴェリタスのネイティブの苦労・努力を、身をもって感じることができました。子ども達が興味を持って英語に取り組むにはネイティブと私たち日本人の先生が互いの意見を十分に出し合って教育スタイルを作り上げていくことが大切だと改めて気づかされました。
  • I realized the difficulty of teaching a foreign language to children in another country. I was able to experience firsthand the hardships and efforts of native English Veritas teachers. I realized once again that in order for children to be interested in English, it is important for native speakers and us Japanese teachers to fully share our opinions with each other to create a program that best fits Veritas.
  • 子ども達が英語を将来活かしていくためには、単に英語を覚えるだけでなく、自国の文化を大切にしながら学んでいくことが大切だと改めて感じました。
  • I felt again that in order for children to make use of English in the future, it is important for them to learn English not only by memorizing it, but also by valuing their own culture.
  • インターナショナルスクールでは、月水金は英語、火木は日本語しか使わない取り組みをされていました。ヴェリタスでも子ども達、職員、保護者全員が英語だけ、日本語だけ使う日を設けてみたいと思います。
  • At the international school, they were working on using English on Monday, Wednesday and Friday and only Japanese on Tuesday and Thursday. At Veritas, we would like to set aside a day for all children, staff, and parents to use only English or only Japanese.
  • 今回の経験を職員全体で共有し、ヴェリタスの英語教育は何を目指していて、今後どのように取り組むべきかアイデアを出し合い、更に共通理解を持ってより良い教育の提供を目指していきたい。
  • We would like to share this experience with the entire staff and share ideas on what Veritas’ English education aims to achieve and how we should work on it in the future, aiming to provide better education with even greater respect for each other.
  • 現地でバイリンガルの方がご自身の子どもの頃を振り返り「子どもには英語も日本語もない。単なるコミュニケーションのひとつ」と仰っていたのが印象的でした。言語が何語であるかは関係なく、伝えようとする気持ち、理解する気持ちのほうが大切なのだと感じました。
  • A bilingual person there looked back on his own childhood and said, “There is no English or Japanese for children. It is just a form of communication.” I felt that it does not matter what language is spoken, but the desire to communicate and to understand is more important.
  • 子ども達が自分で育つ環境を与えられるようにしていきたい。子どもの“やってみたい・挑戦したい・これがしたい”という主体性を大事に、一人ひとりに目を向けておく意識の大切さを改めて感じました。
  • I want to create an environment in which children can grow up independently. I was reminded of the importance of paying attention to each child’s independence, valuing their curiosity and willingness to try new things.

Study Abroad Support

最近の事例(保育士・20代後半) – Recent Case Study (Childcare Worker, Late 20’s)

留学先:オーストラリア、ニュージーランド – Destination: Australia, New Zealand

期間:2018年4月~2020年2月 – Period: April 2018 – February 2020

(2018年4月~2019年3月:オーストラリア、2019年4月~2020年2月:ニュージーランド) – (April 2018 – March 2019: Australia, April 2019 – February 2020: New Zealand)