Author - AIS Admin

How Important are Leadership Skills for Students?

Being prepared for university and a career involves far more than knowing the answers on a test.

“There are several qualities we would look for at the Australian International School (AIS) when defining a successful student,” says Mark Beales, Head of Senior School. “You want, firstly, someone that meets the academic challenges that the IB (International Baccalaureate) sets because they are very rigorous and stringent and it’s a particularly difficult level to achieve. We also want students who have a lot of non-academic skills. Part of IB is encouraging them through a holistic approach to look at non-academic areas such as leadership skills, organizing, planning, fundraising and really trying something new; pushing them into an area where they haven’t been pushed previously.”

One might expect a 17-year-old to be reserved around a group of adults whom she’d never met before and were pointing cameras at her. But within an hour of meeting us, Lea was singing at full volume and swaying back and forth with her bandmates, whom she convinced to join her in the small practice room as we recorded. Her unflappable confidence and ability to motivate those around her was instantly observable.

Lea Nguyen.

Recently selected as both a House Captain by her peers and Head Girl by the school, one could be mistaken in assuming that Lea was an assured, natural leader from day one who decided to attend AIS because of the variety of extracurricular opportunities it offered, in addition to its academic standards. She admits, however, that she only first attended AIS because her friend was studying there at the time.

Yet over the course of her years, she came to understand that: “When you’re young it’s a lot easier to follow your friends and just follow the group because it’s a lot less scary that way. Through the various opportunities that I’ve had at school, I feel that I’ve been able to take on more roles that have allowed me to separate myself and to realize that, ‘oh, this is something that I should do,’ as opposed to ‘this is what everyone else does.’”

Gia Bao, another House Captain and Head Boy, has had a similar experience growing into a leader with a diverse set of interests at AIS. When he first arrived at the school he was admittedly quite shy, and mostly interested in math and sciences. But the diverse expectations for what constitutes success has allowed him to gain an appreciation for the liberal arts, as well as extracurriculars, including the Global Issues Network (GIN) conference, where he gained real-world skills including event group coordination, financial management, and scheduling. He credits these developments with the fact that “everyone [at AIS] is really welcoming and encourages growth, especially in terms of leadership and confidence.”

Gia Bao.

In addition to running, making short films in his free time and exploring podcasting, while at AIS, Bao discovered the power of meditation. He often looks for 10 or 15 minutes per day to simply relax his mind and focus on staying calm. He noticed doing so has allowed his pulse to remain constant during exams and presentations; abilities he will certainly rely on when he graduates and enters the dynamic working world.

Bao’s zen-like serenity contrasts with Lea’s bubbly exuberance, and for all their similarities in academic accomplishments and formal positions, they exemplify the subtle difference in how people lead. For Lea, it involves “taking the initiative” and pushing people to “do what makes them happy.” Bao, on the other hand, sees leadership as “the extension of the golden rule. It’s basically you treat people how you want to be treated, and you are the role model for people, for the teammates you want them to be.”

When noting how both Bao and Lea were selected for Head Boy and Head Girl positions because of their repeated displays of leadership over the years, AIS Deputy Executive Principal Mark Vella adds that: “a lot of the leadership is service leadership. It’s not about being the big man or the big woman, it’s actually about doing service for others.”

Deputy Executive Principal Mark Vella.

Mr. Beales agrees, adding that leadership is crucial in the types of small groups and teams that people are increasingly finding themselves in during university and in subsequent workplaces.

Mark Beales, Head of Senior School.

Because of the variety of extracurricular activities, including community-minded opportunities and the IB’s service component, students at AIS develop an awareness that the world is far bigger than a classroom. With that in mind, one must have a range of skills and interests beyond writing papers and acing exams. AIS focuses on instilling leadership, a passion for learning, and a diversity of interests as the best way to ensure success after the graduation caps flutter down to earth.

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Andrew Quoc Anh

From receiving a 45/45 IB predicted grade to three academic excellence awards for English, Economics and TOK to receiving the DUX award, I’ve achieved a lot at AIS, but what I will look back most fondly on the time I spent with my classmates. The diverse friends and school spirit that accompanied the Y12 camping trip or the late nights and long weekends participating and organizing events have been some of the best moments.

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Defining a Successful Student

Accomplishments come in many varieties.

Jenny with Principal Dr. Roderick Crouch.

When people think of a successful student, they often focus solely on grades, test scores and ultimately being accepted into a top university. And while these achievements hold true for many of the students at Australia International School (AIS), there are other ways in which students prosper.

AIS takes a holistic approach to education that aims for students to not only be critical thinkers that excel in academic settings, but also humans that are eager contributors to a global community with a passion for the arts, athletics, and other extracurriculars. A look at some of the recent Year 13 students reveals what it means to have a well-rounded education.

Creativity Unleashed

“As a classical pianist, I never envisioned myself as playing in a band,” explains Mai Phuoc Minh Quan. And yet, his group, The Onions Band, performed on stage numerous times, much to the adulation of their peers and teachers. This would not have been possible, he says, were it not for the school’s atmosphere that has “no judgment, status quo or limits.”

In addition to music, AIS offers a variety of visual and performance arts. Another Year 13 student, Moon Eunchae, said that the staff is eager to support all varieties of artists, encouraging them to follow their creativity wherever it may lead. For her, that translated into landing a starring role in the school musical, performing in a student-led band, and joining the dance team.

Jenny on stage.

Studying the arts also helps students gain important soft skills that are crucial for the real world. Eunchae notes: “We are encouraged to organize and run events by ourselves, so I was doing what I like while experiencing leadership roles at the same time.”

The Power of Physical Activity

Athletics represent another area where AIS students have earned distinction and defined what success looks like. Kim Ji Soo, for example, was part of the basketball team that brought AIS its first city championship. He was also selected to play on the U18 Vietnam national basketball team that participated in the FIBA 3×3 Asian Cup in Malaysia, where their performance made history for Vietnam.

Ji Soo on the court.

A gifted athlete, he also played volleyball, football, touch-rugby and track and field, which the school offers in addition to swimming and badminton.  These activities help instill the value of teamwork, tenacity, and hard work; qualities Ji Soo will rely on when studying business management at George Washington University in the fall. Ultimately, he hopes to earn a degree in sports management and eventually help manage a team or league, no doubt implementing some of the lessons she learned on the field and court while at AIS.

A Wide Range of Extracurricular Interests

Being a mindful, problem-seeking student eager to ask questions, find solutions and ultimately make an impact on their surroundings is an essential part of becoming a successful adult. AIS, therefore, designs its classroom curriculum around these skills, but the school also provides opportunities to develop them in a variety of extracurricular settings. The Global Issues Network (GIN) Conference, for example, allows students to focus on identifying and addressing important problems in local and global communities.

Mai Ly with Principal Dr. Roderick Crouch.

Pham Mai Ly served as the student leader for important conversations and activities regarding animal conservation at last year’s GIN Conference that connected students at AIS with some of the city’s other leading international schools. She balances this interest in service with entrepreneurial curiosity, as exemplified by attending the New Zealand Business Competition.

Moreover, Quan founded the Student Support Group to raise awareness of, and assist with, matters of mental health. He is also active in the Model United Nations group, while Eunchae participated in Student Council, explaining: “I strived to develop into a person who can blend smoothly into the community and get disparate people headed in the same direction.”

Beyond formal organizations and activities, part of a good secondary school education requires opportunities to simply be a teenager and have fun with one’s friends. AIS responds to this need through supervised trips and events. Andrew Quoc Anh, the Head Boy of his class, for example, says his fondest memories were the Year 12 camping trip, as well as “the countless times I stayed late after school and on weekends to either participate in or organize different events; these were great memories of camaraderie, laughter and school spirit.” Mai Ly adds how special their class trip to Malaysia was, as well as their Year 12 prom aboard a cruise ship.

Quoc addresses the class speaks.

A Bright Future

While achieving all of the above, this group of recent graduates had some remarkable in-class showings as well, including strong performances on the IB diplomas. Andrew, for example, received a perfect 45/45 IB predicted grade and academic excellence awards in English, Economics and Theory of Knowledge.  And while he isn’t certain what university he will attend next year, like his peers, he will undoubtedly be able to attend a fantastic university in Europe, North America, Australia or Asia.

Mai Ly will build off the interests she cultivated in extracurriculars by attending Emory University to pursue a career in community-based businesses and non-profit organizations. And In a testament to how multi-faceted AIS students are, despite possessing enough talent to win AIS Musician of the Year, Quan will attend prestigious UC Berkeley, where he will pursue chemical engineering.

Quan

The many arts, sports and extracurricular activities these students enjoyed while at AIS helped to position them for bright futures as professionals and people. They allowed them to develop diverse interests and skills and an appreciation for the world around them; traits that exemplify a successful person.

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SCORING GOALS AT AUSTRALIAN INTERNATIONAL SCHOOL (AIS)

It’s difficult for our children to incorporate a healthy, balanced lifestyle in Saigon when excessive use of technology seems to dominate every part of their lives. Whether you’ve just set up residence in Saigon or you’ve lived here for years, at some point, you realize you seldom see children playing in the front yard or at the park simply because the infrastructure and housing of Saigon doesn’t allow for it. Public space is overrun by motorbikes, cars and busses regardless of it being on the roads or on the sidewalks.

“ Our mission is to give a well-balanced, well-rounded education where students are as comfortable holding sporting equipment as they might be holding a musical instrument,” Dr. Roderick Crouch, Executive Principal of Australian International School (AIS) shares.

AIS developed their youth sports program to actively address the gap in physical activity and sports programs offered in Saigon. AIS’ athletic department comprises 10 full-time PE, Sports, and swim instructors who are certified lifeguards, 30 sports coaches, and outside staff, all of which have sporting backgrounds and some who have even trained in national squads. In addition to a strong swimming program, students are able to participate in football, netball, track and field, basketball, badminton, table tennis, touch rugby, volleyball, and tennis.

 

“ … No one likes to lose, but if I lose, I now take it as a motivation to strive towards the next level. I just love seeing myself and others improving and competing with each other.”

AIS has been changing the way youth in Vietnam spend their time outside of the classroom by delivering a comprehensive, skill-based sports program, modeled after Australia’s approach to youth sports.

“The focus isn’t only on what goes on in the classroom, it’s the experience, independence, maximizing opportunity, skill development, and exposure to different cultures while meeting with like-minded students around the world,” Matt Washer, Athletic Director emphasized. 

Playing sports, participating on sports teams, and competing at the local and international level promote diversification of students’ skill sets showing more independence and confidence in classrooms, in their home, and ultimately preparing them for university and life abroad.

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How to talk to your child about coronavirus disease 2019 (COVID-19) by UNICEF

It’s easy to feel overwhelmed by everything you’re hearing about coronavirus disease 2019 (COVID-19) right now. It’s also understandable if your children are feeling anxious, too. Children might find it difficult to understand what they are seeing online or on TV – or hearing from other people – so they can be particularly vulnerable to feelings of anxiety, stress and sadness. But having an open, supportive discussion with your children can help them understand, cope and even make a positive contribution for others.

1.  Ask open questions and listen

Start by inviting your child to talk about the issue. Find out how much they already know and follow their lead. If they are particularly young and haven’t already heard about the outbreak, you may not need to raise the issue – just take the chance to remind them about good hygiene practices without introducing new fears.

Make sure you are in a safe environment and allow your child to talk freely. Drawing, stories and other activities may help to open up a discussion.

Most importantly, don’t minimize or avoid their concerns. Be sure to acknowledge their feelings and assure them that it’s natural to feel scared about these things. Demonstrate that you’re listening by giving them your full attention, and make sure they understand that they can talk to you and their teachers whenever they like.

2.  Be honest: explain the truth in a child-friendly way

Children have a right to truthful information about what’s going on in the world, but adults also have a responsibility to keep them safe from distress. Use age-appropriate language, watch their reactions, and be sensitive to their level of anxiety.

If you can’t answer their questions, don’t guess. Use it as an opportunity to explore the answers together. Websites of international organizations like UNICEF and the World Health Organization are great sources of information. Explain that some information online isn’t accurate, and that it’s best to trust the experts.

3.  Show them how to protect themselves and their friends

One of the best ways to keep children safe from coronavirus and other diseases is to simply encourage regular handwashing. It doesn’t need to be a scary conversation. Sing along with The Wiggles or follow this dance to make learning fun.

You can also show children how to cover a cough or a sneeze with their elbow, explain that it’s best not to get too close to people who have those symptoms, and ask them to tell you if they start to feel like they have a fever, cough or are having difficulty breathing.

4. Offer reassurance

When we’re seeing lots of troubling images on TV or online, it can sometimes feel like the crisis is all around us. Children may not distinguish between images on screen and their own personal reality, and they may believe they’re in imminent danger. You can help your children cope with the stress by making opportunities for them to play and relax, when possible. Keep regular routines and schedules as much as possible, especially before they go to sleep, or help create new ones in a new environment.

If you are experiencing an outbreak in your area, remind your children that they are not likely to catch the disease, that most people who do have coronavirus don’t get very sick, and that lots of adults are working hard to keep your family safe.

If your child does feel unwell, explain that they have to stay at home/at the hospital because it is safer for them and their friends. Reassure them that you know it is hard (maybe scary or even boring) at times, but that following the rules will help keep everyone safe.

5. Check if they are experiencing or spreading stigma

The outbreak of coronavirus has brought with it numerous reports of racial discrimination around the world, so it’s important to check that your children are neither experiencing nor contributing to bullying.

Explain that coronavirus has nothing to do with what someone looks like, where they are from or what language they speak. If they have been called names or bullied at school, they should feel comfortable telling an adult whom they trust.

Remind your children that everyone deserves to be safe at school. Bullying is always wrong and we should each do our part to spread kindness and support each other.

6. Look for the helpers

It’s important for children to know that people are helping each other with acts of kindness and generosity.

Share stories of health workers, scientists and young people, among others, who are working to stop the outbreak and keep the community safe. It can be a big comfort to know that compassionate people are taking action.

7. Take care of yourself

You’ll be able to help your kids better if you’re coping, too. Children will pick up on your own response to the news, so it helps them to know you’re calm and in control.

If you’re feeling anxious or upset, take time for yourself and reach out to other family, friends and trusted people in your community. Make some time to do things that help you relax and recuperate.

8. Close conversations with care

It’s important to know that we’re not leaving children in a state of distress. As your conversation wraps up, try to gauge their level of anxiety by watching their body language, considering whether they’re using their usual tone of voice and watching their breathing.

Remind your children that they can have other difficult conversations with you at any time. Remind them that you care, you’re listening and that you’re available whenever they’re feeling worried.

Information compiled by Jacob Hunt, UNICEF communications specialist (Original Link)

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Global Camp Update from Inspired Education Group

Dear Inspired Parents,

Inspired schools are set for an exciting 2020 with many new initiatives in the pipeline. We are writing to announce the launch of our 2020 Premium Global Summer Camps and update you on the exclusive partnership between Inspired and the preeminent Berklee College of Music – Inspired by Berklee.

Inspired Premium Global Camps

This year we are working with world-renowned partners to offer seven Inspired Premium Global Camps. Our camps are designed to offer students a unique opportunity in amazing locations to immerse themselves in a variety of activities. Our partners, all leaders in their respective fields, include Berklee College of Music, Silicon Valley based iD Tech, Addictlab Academy and Campus Experience Foundation Real Madrid.

Located in some of Inspired’s top European boarding schools in Switzerland (Montreux), Spain (Cádiz, Madrid and Toledo), Italy (Milan) and the United Kingdom (Berkshire and Tenbury Wells), students will have unrivalled access to innovative programmes in outstanding facilities and accommodation.

As members of the Inspired community, you will have priority access to these camps at preferential rates if booked before 31 March 2020. For further information on these exciting programmes, please view the attached brochure.

Inspired by Berklee

The Berklee College of Music offers undergraduate and graduate degree programmes in music and the performing arts at its campuses in Boston, New York and Valencia, Spain, and through its award-winning distance learning programme, Berklee Online. Berklee alumni lead the field in music and the performing arts and have won over 250 Grammy Awards and numerous Oscars, Emmy and Tonys.

Inspired by Berklee is a unique educational partnership which will extend the traditional performing arts curriculum, equip- ping students not only with creative skills but also a creative mindset. The partnership is aimed at developing the creative capacity and leadership skills of students and teachers using music, dance, theatre, and technology. The programme will focus on the areas of listening, creativity and performance with a wide range of activities from fundamentals like introducing students to how creative artists work, relate and adapt to creative expression through to technology and production. Our students and teachers will have unrivalled access to Berklee’s leading resources including educators, artists and online programmes.

Berklee’s educators and Inspired teachers from pilot schools in South Africa, Europe, Australia and New Zealand gathered at the Berklee Valencia campus in January 2020 to take part in an exciting pilot teacher training event to mark the start of the partnership. These schools are piloting modules during the upcoming months including visits and working sessions with leading Berklee Alumni. The programme will start to gradually roll out across Inspired schools over the coming year (click here for more details about the programme). We will keep you updated on all the developments of this unique partnership.

Sincerely,

 

Nadim M Nsouli
Inspired Founder, Chairman & CEO

 

AIS is proud to be a member of Inspired, a leading global premium school group operating in Europe, Asia-Pacific, Africa, the Middle East and Latin America educating over 38,000 students across a global network of more than 51 schools.

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Covid-19 Communications Updates

Information from AIS abouth the Covid-19 Outbreak will be updated on this page and by mail to all parents.

Helpful Link:

The HCMC PC announced yesterday that schools are to remain closed until Monday 20 April 2020.

We will therefore resume our online teaching program next Monday, 6 April. All staff are working from home this week, so the school campuses are not open.

 

The HCMC PC announced today that schools are to remain closed until Monday 6 April 2020.

AIS will continue its virtual school and teachers will continue to provide lessons online to support the students in their learning.

The school will close for spring break from Friday 27 March – Friday 3 April.

 

AIS is to remain closed for another week.

For the time being, the virtual school will continue for the sixth week.

 

AIS is to remain closed for at least another week. The current decision is Year 13 will be allowed to resume on 9 March and all other year levels on 16 March.

When we are eventually allowed to reopen, we have planned a range of further support measures which will include:

  • additional opt-in Saturday and after school classes for Years 11 and 13,
  • additional Saturday classes for Secondary School EAL students
  • additional after school classes for Primary School students.

All ASAs for Term 3 are now cancelled.

The concert band will resume later in Term 4 to prepare for school award assemblies.

All other non-core events have been cancelled for the rest of the year (international day, the primary school production, checkpoint tests, book week, SAISAC season 3 and so on).

Spring break will also be reduced and school will now resume on Tuesday 7 April thereby creating an additional week.

The 14-day quarantine has been extended to Korea, Japan, Italy, and Iran as well as China.

All parents are asked to update the travel history statement before your child returns to school.

For the time being, the virtual school will continue for the fifth week.

The School is currently finalizing plans for when we are allowed to re-open. These plans vary depending on the reopening date and will include:

  • reviewing the spring break;
  • ways to provide additional support to students, especially those facing exams;
  • maximise learning time for kindergarten, primary and lower secondary students by removing non- core activities from the school day and calendar.

AIS will not be extending our school year beyond 12 June. For the time being, the virtual school will continue for a fourth week.

Late last night the government advised that all schools in HCMC are to remain closed for an extra two weeks (till 29 February).

Once school resumes, the protocols previously advised such as daily temperature checks, wearing masks on buses, 14-day self-quarantine arrangements and so on will come into force.

AIS will strengthen and adjust these arrangements by creating a virtual school that mirrors the standard school day of 8:00 am – 2:40 pm

For primary school students, please note the following:

  1. By 7:30 am ‘today’s learning’ overview will be sent to parents and students.
  2. Students will follow a Virtual timetable each day, led by class teachers and posted on Seesaw, with an introduction video for each lesson. The video script includes sharing of learning objectives, tasks set, links to prior learning and real life situations.
  3. Class teachers will be on Seesaw for each individual lesson answering questions. Lessons include Maths, Literacy, UOI and some specialist subjects. Timetable will run from 8:00 – 2:40 each day. 
  4. Seesaw ‘Activities’ will be set up for all classes – this aids online interaction.
  5. Special Support Teachers will be working in children’s homes.
  6. All ‘overview’ online learning messages will be sent out by the Primary Principal via Seesaw, including timetables, how to access activities on Seesaw etc.

For secondary school students, please note the following:

  1. Classes will take place ‘live’ as per the normal school timetable. Work for each class will be posted approximately 5-10 minutes prior to the beginning of their timetabled lesson.
  2. Lessons with generally commence with a live video feed via the Meeting function on Teams to connect with students ‘face-to-face’; recap the learning objectives of the previous lesson(s); introduce and explain what will be covered in the day’s lesson and answer any questions/address any concerns that students might have
  3. Teachers will monitor and follow up ‘attendance’.
  4. Where appropriate, teachers will use applications like Screencastify to record videos such as narrated powerpoint presentations, labs or practical demonstrations.
  5. Teachers will review learning at the end of each lesson.

As we have done these past two weeks, AIS will continue to provide learning and support to students online. Staff will meet on Monday to discuss how we can strengthen and extend what we do so that your children are not disadvantaged.

According to the DOET, AIS close until Monday 17 February due to the Covid-19 Outbreak.
Teaching staff will continue to provide work each day and the school itself will be open from 8.00 am – 3.00 pm each day.
The government has added Khanh Hoa, Thanh Hoa, Vinh Phuc province in Vietnam to the list of international countries from which you need to self-quarantine for 14 days from date of return to HCMC.
School events will be cancelled or postponed.

According to the DOET, all schools in Ho Chi Minh City close until Monday 10 February due to the Coronavirus Outbreak.
Teachers will place work on Managebac (for secondary students) or Seesaw (for primary students) by 7:30 AM each day.
All parents, staff, and students must follow the quarantine period (14 days) for those who visited China or had visitors from China staying with them

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Why is home learning important?

Dear Parents,

During this time of school closure, I have been very proud of the children’s dedication towards their home learning set by the teachers. It has been a pleasure to see them engaging through the See Saw App and taking a high level of responsibility when completing their set tasks. As the children complete their home learning I feel it is important to reflect on why it is important.

Please see my thoughts below:

Why is home learning important?

  1. Helps build responsibility. Home learning makes children accountable and taking ownership of their learning and take responsibility for their actions.
  2. Develops work ethic from an early age. By completing home learning projects children start to understand the obligation and self-regulation to commit to their projects and to see them through. This will help them in both Secondary School, University and beyond.
  3. Gives children confidence. Sometimes children need to attempt problems or tasks on their own and realize that failure is an important part of the learning process. In working through maths problems or constructing a piece of writing, students gain confidence and hone creative problem-solving skills.
  4. Enhances self-esteem. Once children gain confidence that they can complete a task or perform a skill independently, they build a healthy self-esteem, which is important to many aspects of everyday life.
  5. Teaches study habits.  Consistent home learning can help children realise the importance of practice, and the importance of building positive study habits.
  6. Parents become more involved in a child’s education. Home learning allows parents to support their child and also keep regular contact with their class teacher if their child is finding a task difficult.  This allows the teacher and parent to work together closely to support the child’s progress and how regularly discuss how best to help them.
  7. Prepares students for professional careers. While most professions do not require workers to take tasks home, there are indeed deadlines in the real world. Home learning can help children prepare for the real world by teaching them to meet their obligations on time.

I hope that you found this article interesting and if you have any questions regarding your child’s home learning please feel free to contact their child’s teacher.

Happy home learning!

With best wishes

Rachael Perkins

Primary and Kindergarten Principal

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Performance Arts: A serious commitment at AIS

When it comes to performance arts the Australian International School (AIS) is shooting for the stars. Alongside its strong academic credentials is a commitment to the arts. Principal Dr. Roderick Crouch, himself a passionate fan of the arts, argues that participation in the performance arts leads to greater engagement in learning. Not only that but they also offer “a shared activity with a common purpose transcending cultural boundaries and building confidence”.

AIS Concert Band 2019-2020

Investment in Resources and Partnerships is Key

Since 2016 AIS has invested heavily in skills, equipment and facilities. The school boasts a team of dedicated international teachers who motivate the students to achieve self-confidence and express their individuality through performance arts. Each year AIS aims to raise the bar for itself. This year AIS has joined the Inspired educational group (who have performance arts as one of their three pillars), and partnered with Asia Music and Performance Arts Education (AMPA) to start a dance program while in 2020 AIS will benefit from Inspired’s partnership with Berklee College, Boston.
The school is among one of the few in the country offering a full band programme – the scarcity and cost of musical instruments in Vietnam excludes most others. Each child in year 7 – 10 has the opportunity, at no extra cost, to learn a musical instrument and is encouraged to join the concert band. Secondary music teacher Mr Colin Burstow, a professional session musician for many years, stresses the importance of offering opportunities to try not only different instruments but also different styles. Burstow is keen to get all students involved in music regardless of ability. Since joining AIS he has been impressed by the work ethic and positive learning attitude and feels fully supported. He adds “the environment at AIS allows me to do my job without restrictions and this shows. For a small department we are able to produce performances of an exceptional standard”.

Band Practice Session

Opportunities are there for the taking

None of this would be possible without the students. One such student is Young Jin Cho (Eric). Eric has eagerly grabbed the opportunities on offer. After only three years of learning the trombone, he took part in an international orchestral performance at Carnegie Hall. Inspired to take things further Eric set up his own group ‘Cho’s Trombones’ developing leadership skills as he leads the juniors. Eric also conducted the live orchestra in the school’s recent production of The Adam’s Family. When asked how he finds the time given his IB workload he replies…
In addition to music, dance plays a large role in school life at AIS. With support from AMPA in the form of expert dance teachers, AIS has added a dance option to the year 7 – 10 curriculum. The inter-house competitions for years 11 and 12 are hugely popular. The opening of a performance arts center to include a dance studio later this year is a further example of AIS’ long term commitment.

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IB ASEAN Education Forum 2019 at AIS Vietnam

On the 7-8 November, AIS is proud to host the IB ASEAN Education Forum 2019, an opportunity for educational leaders and professionals from Vietnam and neighbouring countries to share best practices on international education. This year, AIS Vietnam will welcome around 120 teachers from both IB and non-IB schools.
The forum offers a unique blend of panel discussions, keynote presentations and breakout sessions covering a wide range of education-related topics. Dr. Roderick Crouch, AIS Executive Principal, is also a keynote speaker for the forum.
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