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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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Preparing High School Students for Post-Graduation Success


“I’m adulting now,” Milly says with a laugh when explaining what she has been doing since graduating from Australia International School (AIS) this past spring. After receiving one of the highest scores in the world on the International Baccalaureate (IB) exam, she received a 50% scholarship to one of Australia’s top schools: the University of Melbourne. Rather than start right away in the fall, she elected to begin in early 2020, affording her some time to explore new interests.

“I never would have imagined I’d be here now,” Milly tells Saigoneer in a recent phone call, referring to the two-week mixed martial arts workshop she attended in Bali. She first took up the sport to help fulfill the IB’s CAS (creativity, activity, service) requirements and found herself loving it so much that she not only flew to Indonesia to practice, but is starting her own business to teach taekwondo to children and train personal fitness clients.

The business requires a lot of paperwork, record-keeping and financial decisions that her finance classes at AIS prepared her for. More importantly, a self-professed introvert, Milly says attracting and interacting with clients demands a level of outgoingness that would have been impossible without AIS experiences such as leading the Global Issues Network (GIN) conference; an event that brought together 220 students to discuss and respond to a variety of real-world problems. Such formal and informal activities helped not only give her tangible organizing, delegation and planning skills, but succeeding at them instilled in her a new sense of confidence that is fueling her current endeavors. Moreover, the collaboration with a variety of peers from numerous backgrounds helped her hone her social alacrity.

The Power of the IB System

The type of growth and passion Milly displays is exactly what AIS Executive Principal, Dr. Roderick Crouch, hopes the IB program fosters amongst his students. The rigorous IB coursework, which involves tests in six out of a possible 20 core subjects, including a foreign language, a 4,000-word research paper, and a long-term project, isn’t easy, but he thinks it pays dividends for students later on: “At a philosophical level, a child should graduate with the ability to open as many doors as possible.”

To that end, AIS believes in teaching students how to think not what to think. Classes, therefore, involve discussions and dialogues that encourage students to seek questions and formulate independent ideas. And while critical-thinking activities are built into the IB curriculum, AIS takes it a step further through courses like the required Theory of Knowledge, which examines what knowledge is and how one acquires it.

The IB program allows for flexible curriculums that respond to the unique needs of students. Writing skills have been a major emphasis at AIS, partly because English is a second language for 85% of the student population. Milly says her writing improved drastically because teachers would assign essays focused on controversial issues that students would have to take a stance on. Being passionate about the topic increases the time and effort students put into the work, which allows for greater attention to a variety of elements of writing.

Formal and informal professional learning networks (PLNs) among the staff help ensure that AIS continually improves and integrates innovations in education. Teachers work together to share wisdom and create curriculums and also attend several professional development workshops both in-house and at other institutions. AIS is also the first Asian school to become part of Inspired, a global network of schools that facilitates student and teacher exchanges.

Preparing Students for University

Convincing universities around the world of one’s qualifications can be difficult, especially when coming from less-developed countries like Vietnam. The globally-accredited and strictly monitored IB solves this issue. Admissions offices around the world understand perfectly how to asses and evaluate IB scores and are familiar with the rigors the diploma involves. Consequently, AIS students have gone on to study at some of the premier schools in America, Europe, Australia and across Asia.

Being able to get into university is only half the challenge. Students must also know which schools are out there and which offer the best fit. AIS, therefore, partners with Avenues to Success (ATS) to provide guidance in the process, and each year representatives from approximately 150 different universities around the world make official visits to the school.

AIS is currently constructing a new building for dance classes, expanded spaces for students to socialize and study together during unstructured time, and boarding facilities. These facilities mean that in addition to doing coursework at a college level, AIS students encounter the types of community and social experiences they will have in college, and thus arrive prepared for what is a drastic change for other undergrads. Similarly, to help students prepare for the freedom and temptations of university life, AIS has a clear behavior management plan with expectations and repercussions to develop accountability and responsibility.

“You only get your child once,” Dr Crouch says when explaining what motivates parents to send their kids to the best institution possible. It’s easy to assess academic performance via grades and test scores, but evaluating social and personal growth is more difficult. As Milly’s journey exemplifies, AIS fosters not only classroom success, but opportunities to become more involved, passionate and committed global citizens.

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Inspired and Berklee Launch Exclusive Partnership

“Inspired by Berklee is an incredibly exciting initiative that will bring the skills, insights, and creative dynamism of the world’s leading contemporary music, dance, and theatre institution into a school environment.”
– Nadim M. Nsouli, Founder, Chairman & CEO of Inspired

The new initiative, called “Inspired by Berklee”, features a pioneering curriculum and artists-in-residence program that will develop contemporary music, dance, theater, and creative capacity skills at Inspired schools worldwide

London, England and Boston, MA—Inspired, a leading global network of 53 premium schools, has agreed to an exclusive partnership with Berklee to introduce an innovative curriculum and artists-in-residence program that sets new standards in creative and artistic education in youth. The program will be called “Inspired by Berklee”.

The partnership will see all Inspired schools globally being assigned educators from Berklee’s award-winning faculty, student, and alumni base, who will work with Inspired school faculty and students to develop contemporary music, dance, theater, and creative education programs and experiences at participating schools. The partnership will extend beyond the development of a traditional performance arts curriculum, but will also encompass technology, media production, and creative entrepreneurship education. The goal of the partnership is to provide Inspired students with the creative skills and mindsets needed to succeed, lead, and innovate in a fast-paced 21st century economy.

Berklee alumni, which includes luminaries such as Quincy Jones, John Mayer, Esperanza Spalding, and Annie Clark (St. Vincent), have collectively won over 295 Grammys, as well as numerous Oscar, Emmy, and Tony awards.

Inspired owns 53 premium schools around the world, including the Reddam House schools in England, Australia, and South Africa; the International School of Europe group in Italy; the ACG schools in New Zealand and Indonesia; Colegio San Patricio and Sotogrande International School in Spain; PaRK International Schools and St. Peter’s in Portugal; St. John’s International School in Belgium; St. George’s International School in Switzerland; the British School of Bahrain; Brookhouse Schools Kenya; Cambridge College and Colegio Altair in Peru; Blue Valley School in Costa Rica; Australian International School in Vietnam and many other leading high-performing schools. Inspired advocates for student-focused, holistic education, with students encouraged to discover their unique strengths and passions in academia, sports, and the performing and creative arts.

Inspired by Berklee schools will develop a schedule of visits with select artists in residence who will lead students in the development of projects and collaborations that bring contemporary music, dance, theater, and creative media insights and trends into the school environment.

Inspired by Berklee will feature public performances by visiting Berklee faculty who will work with Inspired students and teachers to create original works to be performed within the schools.

In addition, Berklee will run annual workshops at its campuses in Boston and Valencia, Spain, and at its new center in New York City, for performing arts teachers at participating Inspired schools to advance their professional development and prepare them to teach the coming year’s Inspired by Berklee program.

Inspired by Berklee will also see the development an online education resource to provide materials and inspiration for students to help advance their creative education and expression. The award-winning Berklee Online is the world’s largest online music school, offering online courses, multi-course certificate programs, and undergraduate and graduate degree programs.

Nadim M. Nsouli, Founder, Chairman & CEO of Inspired, commented, “Inspired by Berklee is an incredibly exciting initiative that will bring the skills, insights, and creative dynamism of the world’s leading contemporary music, dance, and theatre institution into a school environment.”

“At Inspired, we place huge importance on the role of music, dance, and theatre in helping our pupils gain a rounded education, build their self-confidence and leadership skills, and learn to express themselves creatively through a range of different media.”

“Gaining a world-class education means far more than merely fulfilling the requirements of an exam-based curriculum, and the partnership with Berklee gives our pupils a unique educational opportunity that few others will ever have the chance to experience.”

Inspired by Berklee will launch in January 2020, initially with a number of Inspired schools taking part in the program. It will be rolled out across all the Inspired schools by September 2020.

Panos A. Panay, senior vice president for global strategy and innovation at Berklee, stated, “Berklee College of Music has nurtured the creative and career potential of some of the world’s most inspired artists, helping them to refine their talents and go on to win hundreds of Grammys, Tonys, Oscars, and Emmys, as well as to lead and redefine their collective industries. It is so exciting to work with Inspired to bring that creative capacity to students at the Inspired schools and to help shape and develop a new generation of creators, innovators, and leaders at an early and pivotal point in their lives.

Berklee President Roger H. Brown added, “Berklee has developed a powerful technique for teaching music, dance, and theater that emphasizes creativity, collaboration, and improvisation,” said Brown. “We are very excited about our relationship with Inspired because it allows us to share the power of this method within a dynamic K-12 network around the world. We believe it will enrich the education of these students whether they go on to become scientists, business leaders, writers, doctors, lawyers, or proponents of the performing arts.”

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AIS Moon Festival 2019

In Vietnam, the Moon Festival is the most important celebration of children, it is also a great opportunity for the family to spend time together. This year at AIS, we celebrated the event traditionally by carrying lanterns, playing drums, enjoying moon cakes and singing cheerful songs. Through those activities, our children learnt all about this amazing festival!

As Dr. Roderick Crouch, AIS Executive Principal, said in his opening remarks, the moon festival is about children and we, at AIS, are about children. That’s why we love this festival so much because it puts children at the heart of all we do.

Let’s look back on the AIS celebration of the festival.

For the moon festival at Thao Dien Campus, please click here

For the moon festival at Thu Thiem Campus, please click here

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YOUNG LEARNERS JUMP AHEAD TO A BRIGHT FUTURE AT AIS

Why is Early Years education important?

When is my child ready for school? And what kind of school should I choose?

These are crucial questions that every parent will spend considerable time and resources investigating—because nothing is more important than seeing our children succeed and thrive. So what are some factors that parents should consider when answering these questions? It is helpful to first examine why an early education is important.

Australian International School Vietnam

“Social skills are so important for this age!” says Rachel Perkins, Kindergarten and Primary Principal at Australian International School (AIS)

“Children can not only develop their knowledge of maths, literacy, the world around them and beyond, but also emotional development and interpersonal communication skills.” 

Why AIS?

As an international school, AIS gives students the ability to interact with other students and teachers from over 40 countries—helping them develop empathy and multicultural understanding from an early age. But what is it that truly sets the AIS early years programme apart from other international schools?

“High-quality teachers!” emphasizes Ms Perkins. “We take great care to ensure all of our teachers have great references, and at least three years of teaching experience in their home countries.”

Australian International School Vietnam

AIS also equips their teachers with tools to openly communicate and share what happens in the classroom with parents, not just in quarterly reports, but throughout each day. Using software called Seesaw, teachers can upload videos and photos of their students’ activities that parents can access directly from their phones—and best of all, photos and videos are private, for their parents’ eyes only.

Video source: Australian International School Vietnam

Parents who visit any AIS campus need no convincing: this international school offers some of the highest-quality educational facilities in the city, with spacious and modern classrooms, playgrounds, and open green spaces. AIS also features a range of campus styles and sizes, including two smaller locations in Thao Dien for a more intimate and personal setting.

Australian International School Vietnam

Using a “play-based learning” approach, AIS engages their students through all their senses and fosters a creative and active learning environment. “The play-based approach is very important to us,” says Ms Perkins…

“While it may just look like the students are having fun—and they are!—everything we do in the classroom is actually carefully planned to promote the development of social and physical skills.” 

Choosing AIS

AIS is an International Baccalaureate certified school with an exceptional Primary Years Programme that goes well beyond international quality standards. For parents who want to ensure the absolute best start for their students and a solid English education, AIS offers placement tests for kindergarten students who can then choose EAL courses suited to their level.

Australian International School Vietnam

While AIS is certainly well-equipped for all stages of a child’s development, the decision must ultimately be made by those who know the child best. “When parents know, they know,” says Ms Perkins. “It’s up to parents to decide when their child seems ready to engage and begin learning. And when they’re ready, we’re waiting for them.”

Source: citypassguide

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