It is no accident that AIS is known for the respectful way students and teachers engage with each other at school. From lessons in mindfulness in the Primary School, to cyber safer and appropriate relationships in the Secondary School, specific student welfare lessons are timetabled into every classroom cross the School, with age-specific learning delivered to support AIS students in their character development. With the support of the staff, students build the social capital necessary to grow into leaders in their communities. The entire program is designed to help students make good choices in life and so build respect.
In the Kindergarten and Primary School, class teachers are responsible for care of their students and are the first key person for students and their parents regarding any concerns that may arise. These staff are supported by the Deputy Principal and Principal of the Kindergarten and Primary School.
In the Secondary School, Homeroom teachers provide the core support for our students and parents. They are supported by Student Welfare Coordinators, the Head of Senior School, and ultimately the Secondary School Deputy Principal and Deputy Executive Principal.
Kindergarten & Primary School
In the Kindergarten and Primary School, class teachers are the first point of contact for parent as they provide support and care for each child’s individual needs each day. Each Kindergarten and Primary School class also has a Vietnamese Support Teacher to assist students. The teachers’ and support teachers’ dedication, care and compassion for the children help build trust, integrity and honesty. This also helps in developing positive relationships with other adults over their time at AIS. Should the need arise, Homeroom teachers are supported by the Principal and Deputy Principal of the Primary School and Kindergarten, who are responsible to the Executive Principal for the student welfare and teaching in the Primary School and Kindergarten across the Thao Dien and Thu Thiem campuses.
Students in the Primary School also have access to the school counsellor, while students with additional needs may require a special support teacher. Older Primary School classes are often involved in buddy programs with their younger peers.
Lower Secondary School
At AIS, we are very conscious of the incredible diversity of students within the lower secondary school with the often vastly different stages of physical, emotional and mental development. Our aim is to care for students in a rapidly changing and uncertain world. Students are cared for through horizontal (year level) homerooms, with a Homeroom teacher being the first point of contact for parents. Homeroom teachers play a critical role in assisting with the smooth transition of students into the early secondary years. Homeroom teachers are supported by student welfare coordinators for Year 7 (Mr Kennedy) Years 8-9 (Ms Hansen) and Years 10-11 (Mr Price). They in turn are supported by the Deputy Principal – Secondary School and the Deputy Executive Principal (and Secondary School Principal) for serious matters.
All students in Years 7 – 11 have both formal and informal student care sessions with their Homeroom teacher. Discussions are based on themes such as cyber safety, intercultural respect, study habits, organisation, resolving conflict, strengthening support networks, good decision-making and developing quality friendships. Learning to build emotional resilience is an important aspect of student welfare in Years 7-11. Students also have access to the school counsellor, while students with significant additional needs may require a special support teacher.
In the Senior School (Years 12-13), homeroom classes are arranged vertically so that senior school students can work together through the IB Diploma program. As in other sections of the School, a Homeroom teacher has responsibility for student welfare of the homeroom and acts as the first point of contact for parents and students. Homeroom teachers are supported by student welfare coordinators for Year 12 and Year 13. If an issue arises that may require extra assistance, the IBDP Coordinator, the Deputy Principal – Secondary School and the Deputy Executive Principal (and Secondary School Principal) are also available to help. In addition, AIS offers the services of our school counsellor and we maintain relationships with suitably qualified external professionals, such as educational and social emotional psychologists, to whom a student or family can be referred.
Students in Senior School are placed in a vertical homeroom. This is an equal mix of Year 12-13 students in each homeroom. This group meets daily, under the guidance of their Homeroom teacher. All students in the Senior School have both formal and informal student care sessions with their Homeroom teacher.
To support them through the two years of rigorous study that is required to pass the IB Diploma, Senior School students also have their own dedicated area for private study and rest near to their student welfare coordinators so they can easily access help if needed.
There are four Houses at AIS – Sphinx, Griffin, Phoenix and Pegasus. Throughout the School, students are allocated to one of these Houses for sporting, cultural and other activities. House-based programs provide additional ways for students to build relationships with other students across the School. Just as occurs in families, there is a clear expectation that older students will always care for their younger peers