ishcmc annual report 2010-2011

ANNUALREPORT 2010-2011

Fostering Individual Ability

2 ISHCMC ANNUAL REPORT 2010-2011 ISHCMC ANNUAL REPORT 2010-2011 3

Contents

School PhiloSoPhy

The International School Ho Chi Minh City (ISHCMC) provides a positive academic, and caring social environment which emphasizes the development of the whole child, fostering individual ability within an intercultural community.

MISSION STATEMENT

Fostering individual ability

ACCREDITATION

ISHCMC holds accreditation status jointly with the Council of International Schools (CIS) and New England Association of Schools and Colleges (NEASC).

CURRICULUM AUTHORIZATION

ISHCMC is recognized as an IB World School and the curriculum is authorised for all three programmes of the International Baccalaureate – IB Primary Years, IB Middle Years and IB Diploma.

ISHCMC’s City College Campus, primarily for Vietnamese high school students, provides a curriculum based on the International General Certificate of Secondary Education and Advanced Level examinations through Cambridge International Examinations and also offer subjects of study from the Vietnamese national curriculum.

IBO MISSION STATEMENT

The International Baccalaureate Organization (IBO) aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate lifelong learners who understand that other people, with their differences, can also be right.

School Philosophy ........................................................................................3

IB Learner Profile ............................................................................................4

ISHCMC Joins Cognita ...........................................................................5

Headmaster’s Report ...............................................................................6

Board of Management Report ......................................................7

Advisory Council Report ......................................................................8

PTO Report ............................................................................................................9

Faculty Qualifications and Degrees .................................. 10

Teaching Assistants Information ........................................... 12

Technology .......................................................................................................... 14

Grade and Class Size .......................................................................... 16

Demographics ...................................................................................................18

English as an Additional Language ......................................19

IB Primary Years Programme .......................................................20

International Schools’ Assessment (ISA) ......................22

Scholastic Aptitude Test (SAT)/ IBMYP ..........................24

IB Diploma ...............................................................................................................25

University Acceptances Class of 2011 ............................26

City College Campus ...............................................................................28

School Activities ..............................................................................................30

Extracurricular Activities .......................................................................31

Major Calendar Events ...........................................................................32


iB learner Profile

IB programmes aim to develop internationally minded people who recognize our common humanity and shared guardianship of the planet, and help to create a better, more peaceful world. IB Learners are:

INQUIRERS. Students develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

KNOWLEDGEABLE. Students explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

THINKERS. Students exercise initiative in applying thinking skills critically and creatively to pose and approach complex problems, and make reasoned, ethical decisions.

COMMUNICATORS. Students understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

PRINCIPLED. Students act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

OPEN-MINDED. Students understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

RISK-TAKERS. Students approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

BALANCED. Students understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

CARING. Students show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service and act to make a positive difference to the lives of others and to the environment.

REFLECTIVE. Students give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

iShcMc JoinS cognita

In June 2011, ISHCMC joined Cognita, a leading international independent schools group. Cognita is committed to excellence in education, with a reputation built on strong national and local leadership, a determination to provide the highest-quality teaching, a broad curriculum and personal support for every child. The group currently encompasses over 50 schools across the UK, Europe and Asia employing some 3,800 teaching and support staff, in the care and education of over 17,500 students.

‘Walk through the classroom door and you know the atmosphere is intense. Every child is involved, there is silent concentration and there is excitement and there is laughter. This is teaching as it should be. How is it done? The teachers are passionate about their subjects. They have the highest possible expectations of every child. They are experts in the craft of the classroom. Teaching excellence, Cognita’s goal. The most important thing we can offer our students.’ Sir Christopher Woodhead, Cognita Chairman.

Sir Chris is one of the founders of Cognita and former Chief Inspector of Schools in the UK from 1994 until 2000. He had a vision of building a family of uniquely individual schools around the world with a focus on teaching excellence to ensure that each school retained an outstanding local reputation. With ISHCMC as part of the Cognita Schools Group we endeavour to promote and preserve the unique character of the school, engage and work with parents at every available opportunity and strive to challenge all ISHCMC students to realise their full potential in all fields. In order to do this, we always seek to recruit and develop dynamic, visionary school leadership capable of fostering secure, purposeful and disciplined learning environments in which children can thrive. We develop continued excellence in teaching by seeking to identify, recruit and develop teachers who care equally about the subjects they teach and the children in their care. We support and monitor teacher performance, investing in regular and appropriate staff training and development. We foster best practise in every aspect of our schools’ provision and by easing the administrative burden, we seek to empower the Headmaster to focus on the people that really matter - the students first and foremost, their parents and their teachers.

Cognita Asia Network

Vietnam Thailand Singapore


Board of ManageMent rePort

In June 2011, Cognita was proud to add the International School Ho Chi Minh City (ISHCMC) into the group. The school has a long standing reputation for delivering high quality education to a diverse population of students. We regard ISHCMC as the most prestigious and best quality international school in Vietnam and both the Ministry of Education and Department of Education & Training agree with this assertion.

Facility improvements were completed over the summer break that started under the previous management including a new multi-use, all weather artificial grass surface and the new extension wing equipped with music studios, state of the art science laboratories and a multi-purpose gymnasium. We were also able to use the summer holiday to action upgrades at the front of school, through the canteen area and up to reception.

The 2010/2011 school year also marked a change of leadership for ISHCMC, and the Board of Management would like to extend a very sincere thanks and appreciation for over a decade of tireless effort from Sean O’Maonaigh to create a high quality school.

As we embark on a new school year under new ownership, we look to take ISHCMC to the next level and raise the standards of education to ensure you continue to feel proud of your school and its development.

The 2011/2012 academic year will see the roll out of the current 1 to 1 tablet program in Senior School extend through Middle School, making ISHCMC the only school in Vietnam to offer such a programme. Cognita has a strategic focus on the use of technology in the classroom and we look forward to working with the community and staff to develop and implement technology solutions to improve the quality of teaching and learning for students.

Finally I wanted to thank our parents, students and staff for choosing ISHCMC as a place to teach and learn. We look forward to delivering a long term strategic plan for the school which adds value to all stakeholders in the process and continue to have ISHCMC be the “school of choice” in Ho Chi Minh City.

Brian Rogove Chief Executive Asia PacificCognita Schools Group

headMaSter’S rePort

It is a pleasure to present to you the Annual Report for the International School Ho Chi Minh City 2011. The Annual Report is a means through which we convey some of the more significant aspects of our school. We have chosen to include information and those statistics and reports that we believe will be of most interest to a broad community and that provide an overview of the commitment of our school to continuous school improvement.

Having a direction based on goals, expectations and standards that are understood by our community is extremely important and likewise is our ability to analyse comparative data to advance our instructional programmes and the teaching and learning that occurs each day in our classrooms and school in general. There has been an ongoing emphasis on data gathering and information related to the outcomes of assessment, testing and results with the intention to modifying our programmes to meet the needs of our

students. The focus has continued to be on the quality of our curriculum and instructional programme, setting high academic expectations and providing challenging learning opportunities for our students.

During the past year we have continued to attend to action planning to address the accreditation reports of the Council of International Schools (CIS) and the New England Association of Schools and Colleges (NEASC). Additionally, we have attended to the requirements provided by the authorization reports by the International Baccalaureate Organisation (IBO) and Cambridge International Examinations (CIE). Such external standards and benchmarks are vitally important. The outstanding achievements of our students in the IBDP and IBMYP are praiseworthy and the solid foundations provided by the IBPYP are noteworthy.

A major aspect of school development has been our renovation and construction projects. We look forward to having exciting new facilities for swimming, physical education and play. Additional classrooms and science laboratories will be welcomed by our high school students and teachers. Another major aspect of school development, not as noticeable perhaps as the rising buildings, has been the rise of technology; our 1:1 tablet programmer, digital displays and emphasizes on greater use of the OLC and website. The integration of technology is a priority for our school, providing new tools and changing the way teachers teach, and more seriously, the way students learn in the 21st century.

The engagement of individuals to a common core mission of fostering the individual has been a hallmark of our school. It is particularly pleasing to note the now consolidated role of the PTO, supporting many aspects of school events and happenings and, more importantly parents in our mobile international community. The dedication of our teachers is appreciated and exemplified by their increasing years of services and commitment to professional development to up-skill teaching strategies and best practices.

And, of course our students who work together, play together and share personal and social life together each day. The information provided in this Report is particularly about them and their individual experiences. The successes in academic excellence, sporting prowess, creative and performing arts, student leadership and community service are indicative of their capacities and their abilities to work collectively for each other.

Sean P. O’MaonaighHeadmaster 1999 - 2011


PTO ACTIVITIES AND EVENTS IN 2011

PTO FAMILY NIGHT. A welcome back to ISHCMC with music, dancing, food, games and fun.CULTURAL REPRESENTATIVES. Cultural representatives welcome newcomers to the school, introducing them to their cultural communities and help to organize the various cultural events for the school. Besides making Vietnam feel a little bit more like home for our families, this program also further educates our students on the rich heritages of the many countries represented at ISHCMC.NEWCOMER REPRESENTATIVES. Two Newcomer Welcome Teas were held this year; one in January and one in August.CLASSROOM REPRESENTATIVES. Volunteers from each class assists our teachers with communication, coordinating events and recruiting volunteers for classroom assistance and special events at school.INTERNATIONAL FESTIVAL. International Festival is an opportunity for our school community to come together and to share aspects of nationality and culture through exhibitions, games and food in a fun and educational manner.CELEBRATION OF CULTURES. One of our most spectacular events of the year, students, parents and teachers dress in national costume and each country represented gives a three minute cultural performance to the entire school. TEACHER’S DAY MORNING TEAS. A celebration of our wonderful teachers at ISHCMC and our chance to say thank you for all of their hard work and dedication throughout the year.JUNIOR & ELEMENTARY MOVIE AFTERNOONS. Held after school, a fun event that the Junior & Elementary school students look forward to all year.

SATURDAY SPORTS PROGRAM. Now in its sixth year, this parent volunteer coaching program continues to thrive at ISHCMC. In September, the program grew to include Saigon Sports Academy which offers professional coaching to our students.FRIENDS OF THE LIBRARY. This group organises the Used Book Sale in April and the Schoolibook New Book Fair in November. These events provide parents, students and teachers an opportunity to purchase books and other learning materials that not generally available in Vietnam. A portion of the sales are donated to the Friends of the Library fund to continue to support the ISHCMC Library.CHRISTMAS TEA. ISHCMC parents gather together for holiday treats and to learn a little more about Christmas traditions all over the world.

PTO also holds Executive, Committee and General Meetings throughout the year. The PTO Annual General Meeting was held in May and we welcomed Gail Griffis to speak to parents regarding “Transitions”. The October meeting invited Greg Vandeford from Saigon Sports Academy to speak to parents about “Sportsmanship in an International Setting”.

December also showcased the publication of the first PTO Cookbook: ISHCMC Cooks!

Ms. Kelly NeumannPTO President

Pto rePort

The Parent Teacher Organization (PTO) at ISHCMC is dedicated to supporting students, parents and teachers and enhancing the educational and social activities on campus. The events that have taken place in 2011 have relied on the support of a committed group of volunteers including committee members, individual cultural representatives, classroom parents and other involved parents.

adviSory council rePort

The Advisory Council had an active year in 2010-2011, continuing in its role as an advisory body to the School’s Board of Management on policy issues and strategic long term planning for the School. It was a year marked by greater transparency regarding the Council itself, healthy debate, and a general degree of increased activism, communication, input and involvement from all Council members.

Consisting of the Headmaster, Owners Representative Mr. Andy Ho, School Representatives Mr. Tony Shadwell and Ms. Chris Byrne, Faculty Member Doug Willard, Parent Members Mr. Canh Do, Ms. Lee Baker, Ms. Jakki Lydall, Ms. Chris Byrne, and Dr. Lam of the City College Campus (now ISHCMC - American Academy), the Council met regularly and considered a number of important issues regarding the School.

Recognizing ISHCMC’s accreditation by the New England Association of Schools and Colleges (NEASC) and the Council of International Schools (CIS), as well its authorization by the International Baccalaureate Organisation (IBO) for the IB Primary Years, IB Middle Years and IB Diploma Program as key to the School’s strength and reputation, the Council devoted the bulk of its time in 2010-2011 to a review of the various accreditation and authorization reports issued to the School in terms of both commendations and recommendations for improvement made by the various visiting accreditation bodies. The Council continued to discuss and review aspects of the School’s Admissions Policies, as well as Class Size Policies, Diversity and Class Make-up Issues, Student Support Services, and the matter of Facilities. The need for better communication was also noted by the Council, and a Communications Subcommittee formed to take steps toward a communications “audit” and an overall improvement in the way(s) the School communicates with the School community. The Council also continued to work together with the School’s Administration to develop a system of data gathering designed to yield up “performance indicators” in various areas where the School should be measuring its progress and determining how it stands up against other international schools, in both Vietnam and the region. The indicators relate not only to academic performance, but also to the implementation of the core values of the School’s mission, philosophy, learning objectives and the IB Learner Profile. It is hoped that once this system is fully developed, this body of data will be utilized to lead to improvements in School’s overall performance and an enhanced learning experiences for our children.

In May, a newly-constituted Advisory Council attended a workshop on Governance and Management, together with Board of Management members. This annual interactive workshop, facilitated by an external consultant, was once again a wonderful setting for open discussion among Council members of their responsibilities, as well as the many issues surrounding management and operation of the School. It should be noted that an Advisory Council such as the one at ISHCMC - with real responsibilities and power (if only to recommend), and with parent and teacher members - is relatively, if not completely, unique among international schools in Ho Chi Minh City. Parents and teachers are encouraged to get to know their Advisory Council members, and to work with them on any policy and/or strategic issues regarding the School that may arise.

The current Advisory Council members are: Mr. Brian Rogove, Mr. Jakob Bergholdt and Ms. Thuy Phan (from Cognita), Ms. Lee Baker and Ms. Kelly Neumann (Parent Members), and Mr. William Schlei (Faculty Member). They will hold office until the end of school year 2012 - 2013.


2.0%

27.0%

66.0%

5.0%

Doctor

Maste r

Bachelor

Diploma

7.0%

8.0%

36.0%

49.0% Mor e than 10 yrs

6-10 yrs

3-5 yrs

1-2 yrs

8.0%

9.0%

51.0%

31.0%

1.0%

Mor e than 30 yrs

21-30 yrs

11-20 yrs

5-10 yrs

1-4 yrs

faculty

There are 100 professionally qualified expatriate teachers at ISHCMC. The standards of CIS and NEASCrequire ISHCMC to enhance teaching and learning through continual professional development.

FACULTY TEACHING EXPERIENCE

68% of our teachers have more than 10 years of teaching experience and most of them have previous experience teaching in international schools. Our teachers understand the special value of a multicultural learning environment.

YEARS OF SERVICE AT ISHCMC

There are 32 new teachers who joined ISHCMC in August 2011. The average length of stay is approximately 4.7 years, which is uncommon in the transient, international teaching profession.

The teaching faculty is predominantly from the UK, Australia, New Zealand and North America. In total, there are 13 nationalities represented from the 100 international teachers employed at ISHCMC

FACULTY PROFESSIONAL DEVELOPMENT (JANUARY - DECEMBER 2011)

ISHCMC sends teachers to attend several professional development courses annually. The following analysis provides an overview of the Professional Development Programme in 2011.

Organizers Courses Number Attended

East Asian Regional Council of Schools (EARCOS)

Annual Conferences, Weekend Workshops for administrators and teachers

16

International Baccalaureate Organization (IBO) Conferences and Workshops 44

Principal’s Training Centre (PTC) Summer Workshops 2

Council of International Schools (CIS) & European Council of International Schools (ECIS)

Accreditation Visits, Workshops and Conferences 4

Individuals attending coursesTechnology, Assessments, Digital Learning, Doctoral Degree, Leadership Training, Masters Degree, Counselling, Post Graduate TESOL

41


3.2%

9.7%

54.8%

19.4%

12.9%

Mor e than 30 yrs

21-30 yrs

11-20 yr s

5-10 yrs

1-4 yr s

38.7%

19.4%

29.0%

12.9%

Mor e than 10 yrs

6-10 yrs

3-5 yrs

1-2 yrs

teaching aSSiStantS inforMation

We have 10 Vietnamese teachers and 34 Vietnamese teaching assistants at ISHCMC; all of whom are qualified teachers recognized by the Ministry of Education and Training (MOET). The teaching assistants support teaching and learning in Junior and Elementary School classrooms as well as in Music, Art and Physical Education.

TEACHING EXPERIENCE

All teacher assistants at ISHCMC have a certified teaching degrees, most from the Pedagogy Universities in Vietnam, majoring in English and professional teaching subjects. In addition, four of our teacher assistants have earned the prestigious Cambridge International Teacher and Trainer Diploma.

YEARS OF SERVICE AT ISHCMC

ISHCMC teaching assistants have an average length of stay of approximately 5.5 years. Over 40% of teaching assistants have more than ten years teaching experience at ISHCMC.

WORKSHOPS AND TRAINING COURSES

Teaching assistants are encouraged to improve teaching skills through various workshops and training courses annually. Courses organized in 2011:

Updating and solving problems in the library system Technology and teaching strategies

Identifying and addressing inconsistencies within cataloguing records

Emergency First Aid

MYP Language A workshop Differentiation for our EAL students

PYP , IT, CPR, AED-American Red Cross workshop Advanced Art class

Creative writing workshop Master of Art, Applied Linguistics

As a requirement of employment, all of our teacher assistants have previous teaching experience prior to being employed by ISHCMC.


technology

ISHCMC provides advanced technology resources to assist students in their learning. EQUIPMENT

ISHCMC has over 500 tablet computers for students and teachers to support our 1:1 tablet programme. All students in Middle and High School are issued with a tablet to keep throughout the year to support the learning goals of the School. Elsewhere in the school there are 300 computers, including purpose-built computer labs used across all sections of ISHCMC. There is a minimum of one networked computer in every classroom. Junior School classrooms have four desktop computers each. In addition, the School also has:

» Laptops available for use throughout the Junior and Elementary Schools » 50 Printers and scanners » 30 Video/Digital Cameras

All classrooms have either a digital projector or a 42’’ LCD screen which connects to a computer for presentation purposes.

NETWORK AND INTERNET INFRASTRUCTURE

ISHCMC has a strong wireless infrastructure allowing connectivity to network facilities at speeds of up to 108 Mbps. The campus connects to the network through a 1Gbps Ethernet based topology. Internet connectivity is provided through a dedicated 22Mbps leased line and six 8Mbps optical fiber lines. To protect students from inadvertently accessing inappropriate websites the school has implemented a content filtering device called Watchguard. ISHCMC operates a virtual learning environment known as the Online Learning Community (OLC). This learning portal allows teachers and students to post and receive assignments online, sign up for conferences/ afterschool activities and provide access to school email for students from Grade 3 and upwards. All students have a network account for file storage purposes. SOFTWARE

ISHCMC was the first school in Vietnam to sign a Microsoft Schools Agreement licensing our Windows operating systems and MS Office Professional. Our MS school wide license continues under a modified agreement under the umbrella of Cognita School Group. Site licenses have been purchase for a variety of other software applications including the Adobe CS5 Suite.


grade and claSS Size

SIZE OF JUNIOR AND ELEMENTARY SCHOOL GRADES

TEACHER / TEACHING ASSISTANTS TO STUDENT RATIO IN JUNIOR AND ELEMENTARY

SIZE OF MIDDLE SCHOOL AND HIGH SCHOOL GRADES

EE2 - EE3 1 to 6

EE4 1 to 8

KG - GRADE 1 1 to 10

GRADE 2 - GRADE 5 1 to 12

11

23

36

49 52

61 63

66

70

0

10

20

30

40

50

60

70

80

EE2 EE3 EE4 KG Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

63

70

60

70 66

58

53

0

10

20

30

40

50

60

70

80

Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12


deMograPhicS

ENROLMENT TREND BY SECTION

Enrolment since 2005 has been maintained at or near capacity.

STUDENT NATIONALITIES

The student body is comprised of students from 43 different nationalities.

92 117 107 144 127 154 158 164 159 136 135

171

140

189 214 202 226

219 242 250 247 235 236

260 115

155 167

176 201

202 211 205 198

181 195

193

107

172 180

187

210 222

240 249 255

232 234

247

0

100

200

300

400

500

600

700

800

900

1000

Aug-00 Aug-01 Aug-02 Aug-03 Aug-04 Aug-05 Aug-06 Aug-07 Aug-08 Aug-09 Aug-10 Aug-11

Highschool

Middle School

Elementary

Junior

60 103

156 101 87

135 137 151 151 159 158 208 214 202 184 164 171 10

92 93 124 149 161 182

174 157 135

130 162 201

53

66

75

61 55

50 47

63 72

81 68

72 67 74

55 64

62

11

27

38

34 41

57 59

38

56 71 75

74 79 84

86 94

109

24

37

48

30 29

47 46

51

44 28 22

33 41 47

30 30

24

24

42

45

36 37

50 55

47

45 40 28

30 32 34

36 16

17

39

139

109

219

218

200 174

200 207 199

233 241 265

264 278 285

263 270

287

0

100

200

300

400

500

600

700

800

900

1000

1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

Others

Japanese

British

American

Australian

Vietnamese

Korean

engliSh aS an additional language

The English as an Additional Language (EAL) program at ISHCMC aims to meet the educational, social, emotional and linguistic needs of students from culturally and linguistically varied backgrounds who are learning English as a second language or as an additional language.

The 111 EAL students currently at ISHCMC collectively speak more than 14 languages, including German, Danish, Swiss, Belgian, Korean, Taiwanese, Vietnamese, Malay, Japanese, French and Mandarin.

The EAL programme provides a combination of in class homeroom assistance and also more intensive small group language sessions in dedicated classrooms. In-school support includes:

» EAL support materials in hard-copy, on line, video and CD-ROM formats. » EAL-specific teacher professional learning. » Translated materials for parents. » Age, grade and language level-appropriate reading materials from the ISHCMC Learning Media Center.

EAL benchmark testing measures progress in second language acquisition. EAL student outcomes are tracked using ISA, MAC II and SLEP testing. Consequently, subject teachers use these comprehensive benchmark results to set learning objectives and identify activities and tasks specific to each EAL student, as well as determining appropriate entry and exit in the EAL program.


iBPyP 2010-2011

THE PRINCIPLES THAT GUIDE THE TEACHING AND LEARNING IN THE JUNIOR AND ELEMENTARY SCHOOL

» The fundamental principle of our school is that children develop at different rates. Readiness and receptiveness to learn varies within individuals and there are many factors that influence this. Teachers are prepared for this and operate a programme that caters to each child’s individual needs. It is for this reason that comparisons between children should be avoided at this stage.

» Children learn in different ways – some learn best through listening, some through visual means, many learn best through doing – most learn through a variety of these. Teachers are aware of this and offer programmes that provide a variety of teaching methods and strategies, so that learning needs are met.

» Learning through doing is often a very effective means of learning for many children. Children are provided with many opportunities to investigate their environment and discover for themselves through manipulation of materials and concepts.

» The process of learning is more important than the product. Going through a series of steps to come to a final outcome is very important so that solid understanding occurs. New tasks and problems can then be approached independently by the learner because they have had experience with similar ma-terials or concepts.

» The best environment for learning is one that is safe, secure and one in which each child is valued, challenged and can take control of his/ her own learning.

» Children are given opportunities to solve problems, think creatively and divergently, make decisions and become independent as learners and thinkers.

» Learning is a life-long process. Teachers aim to instill a love of learning in each child so that learn-ing is seen as a desirable, enjoyable activity that will continue naturally long after formal education is finished. We want children to view the kinds of things they do at school not just as “school work” but as rewarding, worthwhile activities they would want to do outside of school as well. Our reading and writing programmes reflect this philosophy very strongly.

» The building of each child’s self-esteem and self worth is extremely important. If children believe in themselves and believe that they are valued and worthwhile individuals and group members, they will achieve great things. Children also live up to the expectations we have of them. The children are expected to set high standards for themselves and we expect that they will achieve great things.

» Our focus is on positives rather than negatives. This relates to academic achievement (we build on what the child knows, rather than focussing on what the child does not know). In our approach to managing the children’s behaviour we focus on rewarding and encouraging the children who are do-ing the right thing, as opposed to focussing on inappropriate behaviour.

» We focus on development of self-control rather than control that is imposed and based on fear. Often when negative external controls are removed, children do not understand why or know how to behave and react because they have not been given the responsibility to make decisions about their actions for themselves.

» Education is not just designed to improve future job prospects! Education is for enriching our chil-dren’s lives with a new and wide range of ideas, ways of thinking and feeling and for opening their minds to be receptive to these new ideas concepts and philosophies.

» Competition is encouraged within the child him/her-self and not between children. Competition between children at this beginning stage, as they develop a view of themselves as learners, can erode self-worth and self-esteem. We encourage children to look at what they could do before and see how far they have improved. We also encourage them to identify for themselves what they feel they need to do to improve. Children learn to deal with competition better as they become more confident and self assured in their own ability, more familiar with the school.

» Real-life and lifelike activities enhance learning. At this stage in their development children need experiences that begin with concepts they are familiar with. Learning is much more meaningful if it is based on experiences and concepts that really exist. Abstract thought is very difficult for developing learners to grasp. We move from the concrete and eventually aim for more abstract thinking.


international SchoolS aSSeSSMent (iSa)

The ISA is an assessment program that has been specifically developed to measure the skills of international students in Mathematical Literacy, Reading and Writing.

The ISA has been designed and developed by the Australian Council for Educational Research (ACER) and administered since 2001. Over 53,000 students from 289 schools in eight different countries around the world participated in the 2010-2011 ISA. The ISA is based on the internationally endorsed Mathematical Literacy and Reading Frameworks of OECD’s Program for International Student Assessment (PISA).

THE ISA PROVIDES:

» An assessment with a broad cultural base » A combination of multiple-choice and open-ended questions and prompts » Student-level information about what individuals know and can do » Class- and school-level information that can inform instructional programs » Information about sub-groups’ performance (for example, gender, language group) » Relevant comparisons between like schools » International normative information » Information about growth over time.

ABOUT THE ASSESSMENTS

The ISA is taken by students in Grades 3 to 10. Students complete a Reading test, two Mathematical Literacy tests and two Writing tests, each of which take between forty- five minutes and an hour. The tests include both multiple choice and open-ended tasks. ISHCMC’s ISA results are on par with other like schools around the world. The results show that, in general, our students are being very well prepared and are able to easily adapt and transfer to national or quality international schools providing ISA testing.

» Quantity (related to number and measurement) » Space and shape (related to geometry) » Uncertainty (related to estimation, data and probability) » Change and Relationships (related to algebra and functional relationships).

MATHEMATICS

296

363 406

492 507 528

603 591

294

360

422 464

501 522 546

581

0

100

200

300

400

500

600

700

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10

ISHCMC

Other Schools

245

311

366 413

438 469

514 559

244

316

377 426

465 499

536 584

0

100

200

300

400

500

600

700


ISHCMC

Other Schools

362

414 455 470

499 524 535

557

362 407

452 483

510 535 554

582

0

100

200

300

400

500

600

700


ISHCMC

Other Schools

394 431

473 503 517 533

565 593

388 426

469 495

522 549 569

600

0

100

200

300

400

500

600

700


ISHCMC

Other Schools

» Retrieving information » Interpreting » Reflecting and evaluating

» Content » Structure » Language » Spelling

» Content » Structure » Language » Spelling

READING

WRITING A (NARRATIVE WRITING)

WRITING B (EXPOSITIVE WRITING)


iB diPloMaTHE IB DIPLOMA PROGRAMME IS ADMINISTERED IN GRADE 11 AND GRADE 12

2007 2008 2009 2010 2011

ISHCMC 32 31 30 30 31.2

WORLD 29.6 29.6 29.5 29.55 28.8

ISHCMC Class of 2011 IB Diploma results again exceeded the world average. Across the entire IB class of 37 students, the average point score of 31.2 was almost 2.5 points higher than the global average.

Leading the way with sustained excellence, one third of the ISHCMC class achieved 35+ points from a possible 45, 12% higher than the world average.

Six outstanding students gained 40+ points, with one student gaining 44 points from a possible 45 points.

Group 1 -Language A1 English, Korean, Vietnamese, Mandarin, other languages “self-taught”

Group 2 -Second Language French B, Spanish ab initio, English A2, English B

Group 3 - Individauls and Societies History, Geography, Information Technology in a Global Society, Business and Management

Group 4 - Experimental Sciences Biology, Physics, Chemistry, Environmental System & Societies

Group 5 - Mathematics Mathematical Studies, Mathematics Standard Level, Mathematics Higher Level

Group 6 - The Arts & Electives Visual Arts, Music, Theatre

32

31

30 30

31.2

29.6 29.6 29.5 29.55

28.8

27

28

29

30

31

32

33

2007 2008 2009 2010 2011

ISHCMC

WORLD

IB DIPLOMA RESULTS

ScholaStic aPtitude teSt (Sat)

PRELIMINARY SCHOLASTIC APTITUDE TEST (PSAT)

Every year, students from around the world sit for standardized tests. The PSATs provide a valuable opportunity for students to apply for available scholarship programmes and to assess their own strengths and weaknesses so that students can better prepare for the SAT.

SCHOLASTIC APTITUDE TEST (SAT) SATs are taken by students in grades 10 to 12. They are a standardised test used for admission to US universities and colleges. The overall scores achieved by ISHCMC students exceed the worldwide average.

iBMyP 2010-2011

THE MIDDLE YEARS PROGRAMME (IBMYP) IS ADMINISTERED FROM GRADE 6 TO GRADE 10

In Grade 10, students who meet all of the requirements receive an internationally recognized IBMYP Record of Achievement and the IBMYP Certificate. ISHCMC students are on par with other like school around the world.

5.68!

6.30!

5.19!

4.42!

4.00!

5.48!

4.40!

5.67!

5.23! 5.13!

4.70!

5.14!5.29!

4.81!

5.25!

4.63!

5.74!

5.33!5.52!

5.28!4.97!

5.72!

4.90!5.14! 5.23!

4.90!4.60!

5.05! 5.06!

4.60!4.43!

4.66! 4.70!

4.36!

5.05!4.84!

4.99!4.79!

4.96!5.11!

0.00!

1.00!

2.00!

3.00!

4.00!

5.00!

6.00!

7.00!

ENGLISH A!

KOREAN A!

VIETNAMESE A!

ENGLISH B!

ENGLISH B ADV. !

FRENCH B!

FRENCH B FOUNDATION!

GEOGRAPHY!

HISTORY!

BIOLOGY!

CHEMISTRY!

PHYSICS!

EXTENDED MATHEMATIC

S!

MATHEMATICS!

DRAMA!

MUSIC!

VISUAL ARTS! PE!

TECHNOLOGY!

PERSONAL PROJECT!

ISHCMC!

World!

44!

58!

45!47.3! 48.9!45.4!

0!

10!

20!

30!

40!

50!

60!

70!

Reading ! Mathematics! Writing!

ISHCMC Grade 11!

World!

467!

593!512!497! 514! 489!

0!

100!

200!

300!

400!

500!

600!

700!

Reading ! Mathematics! Writing!

ISHCMC Scores!

World !


UNITED STATES

Academy of Art University Amherst College Bentley University

Binghamton University Boston College Boston University

Brown University Buffalo State College of SUNY Columbia College

Columbia University Cornell University Dartmouth College

De Anza College DePaul University Drexel University

Duke University Elizabethtown College Emory University

Fairleigh Dickinson University Fashion Institute of Technology Fordham University

Georgia Institute of Technology Georgia State University Harvard University

Hofstra University Illinois State University Indiana University at Bloomington

Iowa State University James Madison University Johns Hopkins University

Lewis & Clark College Linfield College Manhattanville College

Massachusetts College of Art and Design Massachusetts Institute of Technology Michigan State University

National University New York Film Academy New York University

Northeastern University Northern Virginia CC Northwestern University

Ohio Wesleyan University Oregon State University Otis College of Art and Design

Pace University, New York City Parsons, New School for Design Pasadena City College

Pennsylvania State University Pima Community College Pratt Institute

Purdue University Rensselaer Polytechnic Institute Rhode Island School of Design

Rochester Institute of Technology Rutgers San Francisco State University

San Jose State University Savannah College of Art and Design School of the Art Institute of Chicago

School of Visual Arts Seattle University Southern Methodist University

Stanford University SUNY Albany Stony Brook University

Suffolk University Texas A&M University Texas Christian University

Texas Tech University The Ohio State University The University of Iowa

UNC Chapel Hill University at Buffalo SUNY University for the Creative Arts at Rochester

UC Davis UC Irvine UC Riverside

UC Santa Barbara UC Santa Cruz University of Cincinnati

University of Connecticut University of Illinois at Urbana-Champaign University of Kentucky

University of La Verne University of Miami University of Michigan

University of Minnesota University of Missouri University of North Texas

University of Oregon University of Pennsylvania University of Pittsburgh

University of Portland University of San Francisco University of Southern California

University of Toledo University of Virginia University of Washington

University of Wisconsin Virginia Polytechnic Institute Wittenberg University

Yale University

UNITED KINGDOM

Cardiff University King’s College London London College of Fashion

Newcastle University Nottingham Trent University Queen Mary, University of London

Royal Holloway, University of London The Glasgow School of Art University College London

University of Aberdeen University of Birmingham University of Bristol

University of Canterbury University of Edinburgh University of Glasgow

University of Kent University of London University of Manchester

University of Nottingham University of Plymouth University of Strathclyde

University of Warwick University of Westminster University of York

ISHCMC students continue to receive acceptances from high profile universities and colleges all over the world. ISHCMC IB Diploma graduates applying to North America, Europe and Asia generally received their acceptances in December, prior to taking final exams. In addition, they are often given university credit hours for high level subjects.

USA, 61% UK, 14%

European (Non UK), 2%

Canada, 10%

Australia, 5%

ASIA

, 7%

UNIVERSITY ACCEPTANCES CLASS OF 2011

CANADA

Algonquin College of Applied Arts & Technology Brock University Carleton University

Concordia University - Montreal McGill University Memorial University of Newfoundland

Queen’s University Simon Fraser University Thompson Rivers University

Trent University University of Alberta University of British Columbia

University of Calgary University of Ottawa University of Toronto

University of Victoria York University

ASIA

Keio University Yonsei University Korea University

Kwansei Gakuin University LaSalle-SIA College of the Arts National Cheng Kung University

National Taiwan University National Tsing Hua University Seoul National University

University of Hong Kong The Hong Kong University of Science & Technology

Korea Advanced Institute of Science and Technology

AUSTRALIA

Australian National University Curtin University of Technology Monash University

Raffles Design Institute Royal Melbourne Institute of Technology The University of Queensland

University of Adelaide University of Melbourne

EUROPEAN (NON-UK)

Delft University of Technology Glion Hotel School LES ROCHES, School of Hotel Management

Schiller International University


city college caMPuS

The programme of study is based on the frameworks of Cambridge International Examinations (CIE): International Certificate of Secondary Education (IGCSE) in Grades 9 and 10 and Advanced Levels in Grades 11 and 12.

IGCSE RESULTS (A*-C) JUNE 2011

At IGCSE Level the percentage of students achieving A*-G passes was 100%. This was above the global average in all subjects.

In advanced levels, students earning A*-C grades passes students. CCC students achieved above the global average in all core subjects. Mathematics students achieved the highest results at CCC earning 12.2% above the global average at 87.8%. UNIVERSITY ACCEPTANCES CLASS OF 2011

A2 LEVEL RESULTS JUNE 2011

69.0 64.4 64.4 65.8

45.9

66.7

100.0 100.0

50.0

72.7

0.0

20.0

40.0

60.0

80.0

100.0

120.0

Mathematics Chemistry Physics Biology Business Studies

% A*-C - Global % A*-C - CCC

88.7 86.8 89.5 87.2

76.0

100.0 100.0 100.0 100.0 100.0

0.0

20.0

40.0

60.0

80.0

100.0

120.0

Mathematics Chemistry Physics Biology Business Studies

% A*-E - Global % A*-E - CCC

A*-E passes at A2 Level were 100%, a repeat of the previous year’s perfect score. This is an average of 14.4% above the global average for these subjects.

There is a marked improvement in overall A*-C passes from 66% in 2010 to 78% in 2011. CCC students out-performed global averages in Advanced Level Chemistry, Physics and Business Studies.

Boston University, US Utica College, US Raffles, SG

Umass Amherst, US The University of Edinburgh, UK RMIT, VN

Troy University, US Lancaster University, UK The University of New South Wales, AU

Academy of Art University, US University of Surrey, UK The University of Sydney, AU

Michigan University, US University of Exeter, UK University of Alberta, HU

70.3 75.6

82.9 76.0 75.6

87.8 82.9

78.0

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

English (2nd Language)

Mathematics (w/out cw)

Double Science

ICT

% A-C - Global % A-C - CCC

93.4 95.3 99.7 99.0 100 100 100 100

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

English (2nd Language)

Mathematics (w/out cw)

Double Science

ICT

% A-G - Global % A-G - CCC


extracurricular activitieSSchool activitieS

ISHCMC offers a wide variety of activities for students of all ages throughout the year. Students are encouraged to participate in extra-curricular activities as they promote the intellectual, social, creative, cultural, aesthetic, and physical needs of our students.

SERVICE

• Arts and Crafts• Strings Ensemble• Poetry Club• Choir• Dance• Drama• Band• Debate Club• Young Editors Club• Vietnamese Dance• Games• Book Club• Film Club• Computer Club• Jazz Band

ACTION

• Rock Climbing• After School Sports• Chess Club• Athletic Teams• Math Club• Saigon Stingrays Swim Club• Games• House Sports• Martial Arts• Dance• Yoga Club• Model United Nations• Student Representative Council

COMMUNITY

• Wildlife At Risk Club• Global Issues Network (GIN) • Production Backstage Crew• Loreto Vietnam Australia Program• High School Herald• Vietnamese Schools & Orphanage Visits• Nguyen Dinh Chieu School for the Blind • SRC Initiatives• Peer Mentoring Programme


MaJor calendar eventS

» Presentation Day » PTO Family Fun Night » Visual Art Exhibition

» Moon Festival » International Festival » IBPYP Exhibition

» Graduation Day

» Celebration of Cultures » Celebration of Music » Gala Concert

» IBDP Art Exhibition » IBMYP Personal Project

28 Vo Truong Toan Street, An Phu Ward, District 2, Ho Chi Minh City, Vietnam

Tel: (84-8) 38989100 - Fax: (84-8) 3898 9382Email: [email protected]

www.ishcmc.com

ishcmc annual report 2010-2011

Documents