subject allocations - ACG Group

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Table of Contents Introduction ................................................................................................................ 2 Subject Allocations 7 - 9............................................................................................. 2 Subject Allocations (Year 10) ..................................................................................... 3 Assessment and Reporting ........................................................................................ 3 The University of Cambridge Lower Secondary ......................................................... 6 Homework .................................................................................................................. 7 Technology ................................................................................................................ 8 Subject Descriptors .................................................................................................. 10 English ..................................................................................................................... 10 Mathematics ............................................................................................................. 12 Science .................................................................................................................... 13 Humanities ............................................................................................................... 14 The Arts ................................................................................................................... 14 Foreign Languages .................................................................................................. 15 Information and Communication Technology ........................................................... 16 Physical Education ................................................................................................... 17 Sports ....................................................................................................................... 17 Homeroom Programme ............................................................................................ 18 Academic Advisory Process ..................................................................................... 19 Communication ........................................................................................................ 20 Attendance Policy Statement ................................................................................... 22 Behaviour Management Guidelines ......................................................................... 28 General Information for Students and Parents ......................................................... 31 Academic Probation ................................................................................................. 35 Library ...................................................................................................................... 35 Student Support Services ........................................................................................ 37 Glossary of Terms .................................................................................................... 38 Appendix I: Secondary Academic Placement Appendix II: Cambridge Lower Secondary Programme Curriculum Framework

ACG International School Vietnam

Middle School Curriculum Overview 2011 2012

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INTRODUCTION Our Middle School programme at ACG International School Vietnam aims to extend the inquiry-based approach that the IB Primary Years Programme offers while also preparing the students for the rigours, challenges and demands of the University of Cambridge international Lower Secondary curriculum (leading to the Cambridge Checkpoint assessment and IGCSE external examinations). The Middle School curriculum is also supported by the British National Curriculum KS3 frameworks. In addition, we strive to make the programme relevant for our culturally diverse student body. Our School learning programme aims to operate within a culture that combines a positive, caring and supportive learning environment with a climate of quality expectations and self-accountability. ACG School recognises the special qualities and needs of each student as an individual. In partnership with parents and the student, we seek to provide a rigorous programme to enhance and extend understanding, skills and attitudes. The education of the ‘whole student’ is the central mission, and the students are also provided with opportunities to both explore and enrich their artistic, physical and social skills and understanding of English. The School Vision and Values form the foundation of our curriculum, and we aim for each student to achieve the highest possible level in each area. Our international curriculum and resources act to bring about quality of opportunity in all fields for our students as we move into a changing and challenging global environment. We value greatly the unique opportunities that living in Vietnam and Ho Chi Minh City provides. We also value the positive and special relationships that develop in a school with students and families from many different nationalities. Our students are able to experience the unique interaction of a community and celebrate their own culture as well as the cultures of others. We encourage understanding and awareness of the rich cultures and traditions of Vietnam through numerous programmes of a special nature.

SUBJECT ALLOCATIONS 7 – 9 Subject

Period Allocation

Time Allocation

English

6

4 hours 30 minutes

Mathematics

6

4 hours 30 minutes

Science

6

4 hours 30 minutes

Humanities

4

3 hours

Vietnamese, Korean or Language A

2

1 hour 30 minutes

Physical Education and Swimming

3

2 hours 15 minutes

½ Year Subject One Music, Chinese (Mandarin), Art, ICT ½ Year Subject Two Music, Chinese (Mandarin), Art, ICT

4

3 hours

4

3 hours

In Years 7,8 and 9 there is a focus on providing an excellent grounding in key areas such as English, Mathematics and Science. To achieve this, the time allocations to these subjects are greater than other subjects. ACG International School Vietnam


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SUBJECT ALLOCATIONS (YEAR 10) Subject

Period Allocation

Time Allocation

English

6

4 hours 30 minutes

Mathematics

6

4 hours 30 minutes

Science

6

4 hours 30 minutes

Option 1

6

4 hours 30 minutes

Option 2

6

4 hours 30 minutes

Option 3

6

4 hours 30 minutes

In Year 10, the skills and understandings from Years 7,8 and 9 are further developed and the range of option subjects is increased to provide a range of new opportunities and / or prepare students for the Senior School courses. Option Line 1 10 Science 1 10 Science 2

Option Line 2 10 Mathematics 1 10 Mathematics 2

Option Line 3 10 English 1 10 English 2

Option Line 4 10 Geography 10 Vietnamese

Option Line 5 10 Economics 10 Physical Education

Option Line 6 10 Chinese 10 Art 10 Music 10 ICT

ASSESSMENT AND REPORTING STATEMENT OF AIM Assessment is a continuous process that has both formal and informal components that can motivate students and provide information on their knowledge, strengths and needs and gives faculty, students and families, information about attainments and progress. RATIONALE • A variety of assessment practices provide information so that learning can be evaluated and programmes of learning can be appropriately developed. • Standardised and non-standardised assessments are used to determine the potential, status and progress of students. • Assessment benchmarks are based on the school’s curriculum and the standards set by those external programmes to which the school subscribes. ACG International School Vietnam


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Families receive written information about their son / daughter’s progress through a regular formal reporting cycle.

GUIDELINES Assessment is a continuous process throughout the school year. The process informs faculty members and enables the planning cycle (assess, plan, teach, assess). It also provides all stakeholders with information about each student’s strengths and needs. EXAMINATION AND REPORTING TIMETABLE Term One: October Progress Reports

Term Two: December

Term Three: January March

Term Four: April / May June

Parent / Teacher Interviews Mid-Year Examinations (Internal Examinations for all subjects)

Formal Written Reports Teacher / Parent Interviews

End of Year Examinations (Internal and External Examinations for all subjects) Formal Written Reports

COMMUNICATION WITH PARENTS In addition to Teacher / Parent communication throughout the year, the School reports to parents in a number of ways. 1. Progress Reports at the end of Term One 2. Parent / Teacher Interviews at the end of Term One and Term Three 3. Written Reports at the end of Semester One and Semester Two 4. Individual appointments / emails / phone-calls Parents may convey concerns to teachers via email, phone-call or letter. An after-school appointment may be useful to discuss concerns. Teachers must copy emails, letters and log phone-calls and interviews with the Head of Secondary. PROGRESS REPORTS Progress Reports are sent home to parents and students at the end of Term One. The grade and percentage for each subject on the report will reflect the work completed by the student throughout the term. ACG International School Vietnam


5 FORMAL WRITTEN REPORTS Formal written reports include written comments by each subject teacher. The formula to calculate semester grades is derived from assessments completed throughout a semester. Major semester assessments are weighted more heavily than minor assessments. The semester mark is expressed as a percentage. MID YEAR REPORTS Mid Year Reports will include a Semester One grade and percentage as well as a Mid Year Examination grade and percentage. END OF YEAR REPORTS End of Year Reports will include a Semester Two grade and percentage as well as an End of Year Examination grade and percentage. Uniform Marks Scale for ACGISVN subjects Letter Grade A* A B C D E F

Percentage 90 - 100 80 - 89 70 – 79 60 – 69 50 – 59 40 – 49 30 - 39

Semester – refers to results calculated based on assessment tasks throughout terms one and two or terms three and four. Examination – refers to the result of the End of Year Examination, which includes the work covered throughout the whole year. Mean – refers to the Year Level average result of the End of Year Examination.



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THE UNIVERSITY OF CAMBRIDGE LOWER SECONDARY PROGRESSION TESTS The Cambridge Lower Secondary Programme provides a testing structure that measures student, class and school performance. Students at Years 7 and 8 take progression tests as part of their Midyear examination of End of Year examination in English, Mathematics and Science. Schools can use the results of the tests to: -

assess student progress – and strengths and weaknesses inform further teaching and support learning report to parents.

All tests in the Lower Secondary Programme are standardised, providing an international benchmark of student achievement. The progression tests provide valid external assessments of knowledge and skills in English, Maths and Science. Progression tests are marked by the teacher. Cambridge provides full mark schemes and guidance.

THE UNIVERSITY OF CAMBRIDGE CHECKPOINT TESTS This is an internationally recognised assessment system for 11-14year olds. Cambridge Checkpoint tests are available in English, Mathematics and Science. Checkpoint is not a formal qualification with a certificate, although a Statement of Achievement is produced. Cambridge Checkpoint Tests: • Are valued and accepted throughout the world for their high standards of assessment • Are delivered worldwide through a network of schools, colleges and training providers • Provide a good indication of Cambridge IGCSE results • Were created with an international audience in mind so they are suitable for students of all cultural

and language backgrounds • Provide teachers with detailed information about the strengths and weaknesses of their pupils in order to focus on their teaching • Can be taken at a convenient time so as not to disrupt lessons Who can benefit from Checkpoint tests? Cambridge Checkpoint for students around 14 years of age is ideal for those beginning courses leading to Cambridge IGCSE examinations in English, Mathematics and Science. They also provide benchmark for students and teachers with regards to a students’ overall ability. What are Checkpoint tests like? There are two papers in each subject, each approximately one hour in length. They are excellent preparation tests for Cambridge IGCSE examinations, by allowing students to experience an internal exam. All the questions have been tested by Cambridge to ensure they are suitable for 14 year olds and provide useful information and feedback. Marks are carefully analysed and a report is produced on students’ work. This process takes about 4 weeks.



7 Report information Each student will receive a Statement of Achievement and a report that provides more detail about their individual performance. Results are given as Checkpoint scores between 0.0 (weakest) and 6.0 (strongest). The average score is between 3.0 and 4.0. The report gives a score for the subject as a whole and for the main topics. Teachers can then identify any important strengths or weaknesses.

HOMEWORK Homework is an integral part of the learning experience. Homework reinforces the knowledge and skills acquired throughout the school day and is an important means to keeping families informed about their children’s progress and the School’s instructional programme. Homework promotes the development of good study habits, effective time management and prepares students for the requirements of homework in Middle and Senior school. HOMEWORK GUIDELINES (SECONDARY): 1. Homework will reinforce skills and knowledge already learned and therefore can be completed independently by the student. 2. Teachers will modify homework expectations for students who receive assistance from the ELS staff. 3. Homework will be assigned from Monday to Friday. Weekend homework will be set when daily classroom assignments have not been completed. 4. Homework times are given as ‘approximates’ as students work at different speeds and will find tasks to be of varying difficulty. 5. All questions and issues regarding student homework should be discussed directly with the Year Level or subject teacher. 6. Teachers will use myACG to communicate daily homework tasks and expectations. 7. Students are required to complete all homework set. Consequences for not completing homework tasks will be given by the teacher in-line with the Student Behaviour Management Policy Statement. YEAR LEVEL HOMEWORK The homework for the Secondary School will include all subject areas. On average, core subject teachers in the Secondary School will set 20 minutes of homework per night for Mathematics, Science, Humanities, and English. Year Seven Year Eight Year Nine Year Ten Year Eleven Year Twelve Year Thirteen


An average of 90 minutes per night An average of 90 minutes per night An average of 120 minutes per night An average of 120 minutes per night An average of 120 minutes per night An average of 120 minutes per night An average of 120 minutes per night


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TECHNOLOGY ACG International School has made a commitment to the integration of technology into our curriculum. Many subject areas incorporate the use of computers and other technological resources on a regular basis, and students are expected to become comfortable and knowledgeable with these resources. Technology Standard of Conduct Students, who use ACG International School equipment, either in class or independently, are expected to conform to the following general policies. Users are expected to maintain high ethical standards. ACG International School Vietnam internet access is a “window to the world.” What is done by any of us on the internet reflects on all of us at ACG and we expect students to adhere to the following guidelines. Students are provided more detailed explanations of these guidelines as a part of their instructional programme. The measures to ensure the cybersafety of ACGIS Vietnam outlined below are based on our core values. The School’s computer network, Internet access facilities, computers and other School ICT equipment/devices bring great benefits to the teaching and learning programmes at ACGIS Vietnam, and to the effective operation of the School. Our School has rigorous cybersafety practices in place, which include cybersafety use agreements for all School staff and students. The overall goal of the School in this matter is to create and maintain a cybersafety culture which is in keeping with the values of the School, and legislative and professional obligations. All students will be issued with a use agreement and once signed consent has been returned to School, students will be able to use the School ICT equipment/devices. The School’s computer network, Internet access facilities, computers and other School ICT equipment/devices are for educational purposes appropriate to the School environment. This applies whether the ICT equipment is owned or leased either partially or wholly by the School, and used on or off the School site. As a safe and responsible user of ICT I will help keep myself and other people safe by following these rules 1.

I cannot use School ICT equipment until my parents and I have read and signed my user agreement form and returned it to School.

2.

If I have my own user name, I will log on only with that user name. I will not allow anyone else to use my user name.

3.

I will not tell anyone else my password.

4.

While at School or a School-related activity, I will not have any involvement with any ICT material or activity which might put myself or anyone else at risk (e.g. bullying or harassing).

5.

I understand that I must not at any time use ICT to upset, offend, harass, threaten or in any way harm anyone connected to the School or the School itself, even if it is meant as a joke.

6.

I understand that the rules in this user agreement also apply to mobile phones. I will only use my mobile phone(s) at the times that I am permitted to during the School day.



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I understand that I can only use the Internet at School when a teacher gives permission and there is staff supervision.

8.

While at School, I will not: • • •

9.

Access, or attempt to access, inappropriate, age restricted, or objectionable material Download, save or distribute such material by copying, storing, printing or showing it to other people Make any attempt to get around or bypass security, monitoring and filtering that is in place at School.

If I accidentally access inappropriate material, I will: 1. Not show others 2. Turn off the screen or minimise the window and 3. Report the incident to a teacher immediately.

10. I understand that I must not download any files such as music, videos, games or programmes without the permission of a teacher. 11. I understand that these rules apply to any privately owned ICT equipment/device (such as a laptop, mobile phone, USB drive) I bring to School or a School-related activity. Any images or material on such equipment/devices must be appropriate to the School environment. 12. I will not connect any device (such as a USB drive, camera or phone) to, or attempt to run any software on, school ICT without a teacher’s permission. This includes all wireless technologies. 13. I will ask a teacher’s permission before giving out any personal information (including photos) online about myself or any other person. I will also get permission from any other person involved. Personal information includes name, address, email address, phone numbers, and photos. 14. I will respect all lCT systems in use at School and treat all ICT equipment/devices with care. This includes: • • • •

Not intentionally disrupting the smooth running of any School ICT systems Not attempting to hack or gain unauthorised access to any system Following all School cybersafety rules, and not joining in if other students choose to be irresponsible with ICT Reporting any breakages/damage to a staff member.

15. I understand that the School may monitor traffic and material sent and received using the School’s ICT network. The School may use filtering and/or monitoring software to restrict access to certain sites and data, including email. 16. I understand that the school may audit its computer network, Internet access facilities, computers and other School ICT equipment/devices or commission an independent forensic audit. Auditing of the above items may include any stored content, and all aspects of their use, including email. 17. I understand that if I break these rules, the School may inform my parent(s). In serious cases the School may take disciplinary action against me. I also understand that my family may be charged for repair costs. If illegal material or activities are involved, it may be necessary for the School to inform the police.



10 myACG Community Portal We recognise that parents' interest in their sons' and daughters' education extends past raw data, to an involvement in the learning content provided by teachers, and to extra-curricular activities, such as school productions, sport teams and cultural groups. These form an important part of the educational process, and these activities rely heavily on communication between staff, students and parents. The myACG Community Portal will provide access to curricular content, newsletters, student homework and school announcements. As the year progresses, extra-curricular groups will start to use myACG. To access the myACG portal go to http://www.myacg.org/. If you have queries about the students' records accessible on the myACG site, please contact the School by email to [email protected]. Please forward details of any difficulties of access to the email address above. Please note that all subject teachers will also continue to provide students with homework information and course information during their classes. Students will also be encouraged to use their Student Handbook. We trust that you find that this facility assists you in supporting your sons' and daughters' learning at ACGISVN, and complements our desire to provide a dynamic learning environment that helps students enjoy their studies and inspires them to be lifelong learners. How to access the myACG website Type the following address into your Internet address bar http://vn.myacg.org

SUBJECT DESCRIPTORS ENGLISH English (7 – 10) Grammar is a piano I play by ear. All I know about grammar is its power - Joan Didion Through the study of the English Language Syllabus students will develop the ability to communicate accurately, appropriately and effectively in speech and writing. While there is a strong emphasis on reading and writing skills, speaking and listening will also be a key focus to promote effective communication across the curriculum and beyond into the global community. The syllabus will help students to understand and respond appropriately to what they see, hear and experience, and to enjoy the full variety of the English language. Students will be encouraged to use relevant vocabulary, to employ correct grammar, spelling and punctuation, and to display a sense of style and audience. In addition, it will complement their other studies by developing general skills such as the ability to analyse, make inferences, order facts and present opinions. Students will develop the ability to respond to texts in the three main forms (Prose, Poetry and Drama) and understand the ways in which writers’ choices of form, structure and language shape meaning. The ability to produce informed, independent opinions and judgments on literary texts, and to communicate clearly the knowledge, understanding and insight relating to literary study is also promoted. Through the study of literature students are encouraged to read, interpret and evaluate literary texts. They will develop an understanding of texts in terms of literary meaning, relevant contexts and deeper ACG International School Vietnam


11 themes or attitudes. This study of literature allows students to explore areas of universal human concern, thus leading to a greater understanding of themselves and others. English Language Programme Programme Overview: The ACG Vietnam English Language Programme is offered to students in Years 7 – 9. The programme provides explicit English Language instruction through the study of International topics and themes. The aim of the programme is to improve the English language proficiency and academic skill level of students. The programme also enables students to undertake a number of subjects from the School’s full Academic Programme. Placement and Duration: Students will be placed according to their chronological age and will undertake a programme appropriate to their English language proficiency level, as established by the Oxford Placement Test in the enrollment process. Students may progress through the English Language Programme to Year 9. Alternatively, some students may move into a Full Academic Programme (IGCSE, AS and A Level). This will depend on the English language proficiency level and academic progress of each student as determined by the Secondary School teaching staff. Achievement Objectives: The ACG Vietnam English Language Programme provides instruction, practice and assessment in the following skill areas: 1. Speaking • Expressing opinions, feelings, preferences and attitudes • Agreeing and disagreeing • Stating reasons and examples • Describing situations, events and objects in the present and past • Predicting and speculating about the future • Questioning: asking for information, clarification, repetition • Persuasive speaking – getting an idea across 2. Writing • Note-taking • Brainstorming and planning • Sentence, paragraph and essay structures • Linking words, phrases and clauses • Editing 3. Reading Skills • Prediction • Skimming and scanning • Matching • Sequencing • Dealing with unknown vocabulary 4. Listening • Listening for gist and detail • Gap fill ACG International School Vietnam


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Sequencing

5. Other Skills • Personal organisation • Time management • Presentation • Research Learning Outcomes: By the end of the course students will have demonstrated the ability to • talk clearly in pairs or groups about experiences, events and ideas, organising material effectively and attending to others’ responses • use various texts to tell stories, recite, read aloud, present or perform, sequencing material, and conveying meaning clearly and accurately • write on a variety of topics, shaping ideas, editing and reworking texts in a number of genres, such as letters, descriptive essays, narrative essays, expository essays, using vocabulary and conventions, such as spelling and sentence structure, appropriate to the genre • read texts of different genres, making confident use of semantic, syntactic and visual cues and the conventions of print, predicting and self-correcting while clarifying ideas • listen to, respond and interact with others in group or class discussions; clarify understanding • listen to general and academic passages, recall and respond to the main ideas in an organised way, relating them to personal experience ICT Components: • Research articles using various engines • Blackboard (announcements, external links, discussion board, grade book) • Word processing skills • Remedial grammar and spelling Assessment: The assessment schedule comprises: • Weekly Progress Tests during the term in the following discrete skill areas: Writing, Grammar, Reading, Listening, Speaking • Terms One - Four Progress Tests • Terms Two and Four Examinations: Oxford Placement Test: Speaking and Listening Key English Test Preliminary English Test International English Language Test Resources: Inspiration New Opportunities



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MATHEMATICS Mathematics (7 – 10) The essence of Mathematics is not to make simple things complicated, but to make complicated things simple – S. Gudder The mathematician does not study mathematics because it is useful, he studies it because he delights in it, and he delights in it because it is beautiful – J. H. Poincare The study of Mathematics has a rich and varied 4000 year history, spanning not just the generations but all. No education would be complete without this time honoured discipline of the mind, which is considered a language in its own right. While there are many practical applications of mathematics, it also contains elements of philosophy and the skills that students learn can be utilised in a variety of situations. Such skills include the ability to analyse logically; to recognise when and how a situation may be represented mathematically; identify and interpret relevant factors; and, where necessary, select appropriate strategies. Students will also learn to use mathematics as a means of communication with emphasis on the use of clear and correct expression. They will acquire the mathematical foundation necessary for further study in this or related subjects. Students will be encouraged to develop their mathematical knowledge and skills in a way which encourages confidence and provides satisfaction and enjoyment. They will develop a feel and appreciation for numbers and for patterns and relationships in Mathematics. There will be an emphasis on solving problems, conducting investigation and modelling tasks and presenting and interpreting results.

SCIENCE Science (Biology, Chemistry, Physics) (7 – 10) Science is nothing but developed perception, interpreted intent, common sense rounded out and minutely articulate - George Santayana Biology (7 – 10) The study of Biology offers a combination of theoretical and practical studies leading to an understanding of the concerns and basic principles of biology, with emphasis on human biology. Students will develop scientific abilities and skills relevant to the study of biology in relation to the four main areas of syllabus content. These are: characteristics and classification of living organisms, organisation and maintenance of the organism, development of the organism and continuity of life, and relationships of organisms with one another and with their environment. The course will stimulate an interest in, and concern for, the environment. It will prepare students to become confident citizens in a technological world, and to take an informed interest in scientific matters; it will also form a basis for more advanced study. Biology places considerable emphasis on understanding and use of scientific ideas and principles in a variety of situations, including those which are well-known to the learner and those which are new to them. It is anticipated that programmes of study based on this syllabus will feature a variety of learning experiences designed to enhance the development of skill and comprehension. This approach will focus teachers and learners on development of transferable life-long skills relevant to the increasingly technological environment in which people find themselves.



14 Chemistry (7 – 10) In 1886, John Wesley Hyatt, synthesised the first plastic created in the USA. He was trying to win the $10,000 first prize for a substitute for the fast vanishing ivory used in the manufacture of billiard balls. Today, tens of thousands of synthetic materials influence the quality of our lives – most for our benefit although there are unfortunately, many notorious exceptions. It would be difficult to imagine life without medicines, fuels, plastics, metals, and antiseptics, to name just a few commodities vital to our lifestyles. Chemistry is a fundamental branch of science that enables us to understand materials that are an essential part of our everyday lives and leisure. Through the study of Chemistry we are able to appreciate and explain the basic make-up of matter and how substances interact. Careers: the study of Chemistry can lead to careers in a wide variety of fields including medicine, geology, environmental studies, engineering, food science, forestry, teaching at secondary or tertiary levels, forensic science, dentistry, agricultural science and analytical chemistry. While Chemistry is an academic subject, it is intrinsically based on laboratory work. Theory is complemented by experiments in which you develop practical skills such as the use of modern laboratory equipment, powers of observation and the ability to communicate results and conclusions. Physics (7 – 10) The Physics syllabus offers a combination of theoretical and practical studies leading to an understanding of the basic principles of Physics. Students will develop scientific abilities and skills relevant to Physics. These will be of use in everyday life and, if desired, will form the basis for more advanced study. Students will gain awareness of the study and practice of science and will understand that scientific applications have both beneficial and detrimental effects on the individual and the environment. The course will prepare students to become confident citizens in a technological world, and to take informed interest in scientific matters. The Physics syllabus will enable students to acquire the knowledge and understanding required to become confident citizens in a highly technological world. Students will develop abilities and skills that are useful in everyday life and develop relevant scientific attitudes such as concern of accuracy and precision, objectivity, enquiry, initiative and inventiveness. This course seeks to develop an interest in, and care for, the environment in relation to the environmental impact of Physics and its applications. It promotes an awareness that the study and practice of Physics are co-operative and cumulative activities, and are subject to social, economic, technological and cultural influences and limitations. Students are further made aware that the implications of Physics may be both beneficial and detrimental to the individual, the community and the environment. The use of IT is promoted as an aid to experiments and as a tool for the interpretation of experimental and theoretical results.

HUMANITIES Humanities (Geography and History) (7 – 9) The calling of the humanities is to make us truly human in the best sense of the word - J. Irwin Miller The study of Humanities allows students to develop their knowledge and experience of society and the Earth. The study of Humanities is designed to engage students in learning about societies and the environment both in the past and the present. It encourages students to develop a sense of their place in the world and enables them to extend their knowledge, skills and experiences so that they can effectively participate and contribute to the local and global communities in which they live as informed, confident and responsible citizens. Humanities promotes an understanding of culture and heritage, continuity and change, cause and consequence, similarity and difference, resources and ACG International School Vietnam


15 economic activity, the environment, and social organisation. Students will further develop their inquiry, values exploration and social decision making skills. The course will also facilitate the further development of cross curricula skills, such as communication, co-operation, numeracy, literacy, study and self-management.

THE ARTS Art and Design (7 – 10) `Every child is an artist. The problem is how to remain an artist once he grows up.` Pablo Picasso (1881 – 1973)

At ACG we believe that the Visual Arts is an integral part of education, as it provides experiences that promote creativity, self-expression, aesthetic awareness and the development of problem solving experiences. Teaching the Visual Arts practice focuses on both the development of art ideas and of skills and processes. Experiences in the Visual Arts stimulate creative potential and an awareness of ourculture and the world in which we live. Art and Information Technology: Students learn how to make sensible and creative use of internet access for investigation in Art. Students learn how to use creatively image-viewing and imagemanipulation software to develop their artworks. Exciting and challenging units studied during the course are designed around four areas of study: • Drawing and Painting • Design Studies • Craft and 3D Studies • History of Art At the end of Year 9, successful students are offered the option of higher art studies in Year 10 onwards. These studies lead to internationally recognized qualifications in art studies: the IGCSE, AS and A level diploma. Music (7 – 10) “Music washes away from the soul the dust of everyday life” Berthold Auerbach All students listen, perform and compose. These activities, inherent in all modern music courses, foster students' aesthetic and emotional development, self-discipline and creative skills. The intention is to encourage students to appreciate and enjoy music in local and world-wide contexts and to continue this interest into later life. Students are encouraged to develop a perceptive, sensitive and critical response to the music of high art, folk and popular styles. Each style is placed in its historical and cultural context. Although the major part of the examination is related to the Western European musical tradition, the music of other cultures is always represented. Students will develop a deeper understanding of music in its wider cultural context and be able to communicate understanding, supporting judgments by argument based on evidence.

FOREIGN LANGUAGE Languages The study of a foreign language complements other areas of study by encouraging the use of skills with a more general application. Research has shown that mathematical and verbal skills improve with each additional year of foreign language study, which means that the longer you study a foreign ACG International School Vietnam


16 language, the stronger your skills become to succeed in school. Studying a foreign language can improve your analytic and interpretive capacities. If you've already learned a language other than English at home, expanding your knowledge of its vocabulary, grammar, culture, and literature -- at the same time you are learning English -- will also improve your chances for success in school and in your career. Students obtain an insider's view of another culture and a new view of your own. Studying a new language, reading other peoples stories, and connecting with people in their own language can be a source of pleasure and surprise. Learning about other cultures will help you expand your personal horizons and become a responsible citizen. Your ability to talk to others and gain knowledge beyond the world of English can contribute to your community and your country. Chinese Mandarin (7 – 10) The aim for students learning Mandarin Chinese as a foreign language is to develop an ability to use the language effectively for purposes of practical communication. The courses are based on the linked language skills of listening, reading, speaking and writing, and these are built on as students progress through their studies. The courses at a Middle School level offer insights into the culture and civilization of countries where the language is spoken, thus encouraging positive attitudes towards language learning and towards speakers of foreign languages. Vietnamese National Studies (7 – 10) Vietnamese National Studies is taught along side Korean Literature and Language A and all Vietnamese students in Years 7 – 9 take 2 x 45 minute periods per week in mixed ability classes. Students cover four key areas of study throughout an academic year including: Vietnamese Culture, History, Geography and Literature. All students are required to purchase a Student Workbook for each component of the course. The language of instruction is Vietnamese. Korean Literature (7 – 9) Korean Litrature is taught along side Vietnamese National Studies and Language A and all Korean students in Years 7 – 9 take 2 x 45 minute periods per week in mixed ability classes. Students cover four key areas of study throughout an academic year including: Literature, Reading, Writing and Cultural Studies. The language of instruction is Korean.

INFORMATION AND COMMUNICATION TECHNOLOGY Information and Communication Technology (7 – 10) Having seen what computers can do we now know they will actually invent our future - Bill Gates Through the study of these subjects students will grow in their awareness of how applications are used in the workplace, and will consider the impact of new technologies on methods of working and on social, economic, ethical, and moral issues. Students will find their developing skills are useful to them in their work across the curriculum, and prepare them for future employment. The Information Technology syllabus offers a course containing a combination of theoretical and practical studies focusing on the ability to use common software applications, including word processing, spreadsheets, databases, interactive presentation software, electronic mail, web browsers and website design. Assessment of practical tasks is hardware and software independent. Students will grow in their awareness of how applications are used in the workplace, and will consider the impact of new ACG International School Vietnam


17 technologies on methods of working and on social, economic, ethical and moral issues. They will find that their developing Information Technology skills are useful to them in their work across the curriculum, and prepare them for future employment. The aims of the Computing course are to develop an understanding of the main principles of solving problems using computers, the range of applications of computers and the effects of their use, the organisation of computer systems including software, data, hardware, communications and people, and to acquire the skills necessary to apply this understanding to developing computer-based solutions to problems.

PHYSICAL EDUCATION Physical Education (7 – 10) Exercise alone provides psychological and physical benefits. However, if you also adopt a strategy that engages your mind while you exercise, you can get a whole host of psychological benefits fairly quickly - James Rippe, M.D. Physical Education is an integral part of the educational process, where concepts and selected activities contribute to the physical, intellectual, socio-emotional and spiritual development of every student. The aim of physical education is the development of autonomous, life-long learners who readily participate in physical activity on a regular basis. Every participant will develop characteristics commonly associated with goal setting, social responsibility, and personal achievement. The aim of physical education is life-long participation. Skill development and participation will foster the development of positive attitudes toward a lifetime commitment to physical activity. Swimming (7 – 10) All students from Years 7 – 9 are required to participate fully in our Swimming Programme. The swimming programme focuses on water confidence, participation, stroke development, teamwork and water enjoyment. The programme will cater to all individual needs, from basic independent swimmers to those able to swim multiple laps of multiple strokes. The aim is to refine basic strokes and develop correct technique while enhancing general endurance and fitness. The students will also learn various water safety and rescue techniques that can be used in various aquatic environments.

SPORTS The Secondary School attempts to provide as varied and extensive a programme of sports activities as facilities and qualified staff allow. Many of our facilities must be shared with the Primary School, which may restrict some activities. We also feel strongly that unless we can provide qualified and experienced supervisors for an activity, it is neither safe nor wise to conduct such activities. Sports Programme Guidelines 1. Our programme's goals are the development of skills, sportsmanship, self-confidence, selfesteem and commitment by participating on a team. We achieve the above goals through a balance of participation and competition, and coaches ensure that all students have an opportunity to play during all matches and games.



18 2. The programme includes activities designed to meet the physical, emotional, intellectual and social needs of students. The programme emphasises maximum participation, instruction, skill building, sportsmanship and developing healthy attitudes about recreation and competition. 3. The sports of basketball and volleyball are limited to the number of students selected for teams. At least one sport is offered each season that does not have to limit the player numbers. While all eligible students are able to play all sports offered that season, they may not be placed on the team that would be their first choice. 4. Parents of students trying out for a team will receive information about the criteria for participation in the sport. 5. During the season, students will not be required to practise more than three times a week. Practices may be held more often during tryouts, when no games are being played. 6. As a general rule, games will not be played on School nights. 7. To participate on an interscholastic team, students must maintain acceptable standards of behaviour, academics, sportsmanship and team member responsibility. A student may be restricted from participation if he/she falls below academic or behavioural expectations. Parents must sign a permission form for each sport in which a student wishes to participate. Students will not be allowed to participate until this form has been turned in to the coach.

HOMEROOM PROGRAMME The Homeroom Teacher role involves mentoring or coaching a group of students on a one-to-one basis. The focus is on improving student achievement through: - Encouragement - Assisting with the setting of educational gaols - Assisting students to develop action plans - Referring students to the appropriate people in times of stress - Providing guidance with student programmes - Monitoring progress and providing feedback to parents and Heads of School - Raising expectations - Building a level of trust Each morning students have a 20 minute Homeroom period with their Homeroom Teacher. Here attendance is checked and monitored, daily announcements are shared and School business is conducted. The purpose of Homeroom periods are to: -

Provide each student with a sense of belonging to a group of peers through the development of healthy social interactions among the Homeroom group members. Provide a structure for School activities and Year Level programmes. Provide an organisational base for students to make meaningful contributions to the School, community and world.



19

ACADEMIC ADVISORY PROCESS The Role of the Advisory Team The Academic Advisory Team is made up of the following members: Head of Secondary, Deputy Principal and Three Secondary Staff Representatives. ‐

Meet with (assigned) students in Years 7 – 13.

‐

To review each student’s academic reports and communicate directly with students / parents about academic progress / concerns.

‐

Ensure that parents and the Head of Secondary are aware of individual academic plans, concerns and issues.

‐

Formally meet with the student and family at least two times throughout the academic year.

‐

Be directly involved in the School’s Academic Probation Process.

‐

Regularly communicate with students and parents about University / College information and raise awareness of academic pathways. Ensure that up to date information is distributed and promote university / college rep visits. Ensure that students are aware of academic / international scholarships that may be available.

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Support students in completing University / College applications, recommendation letters and references, VISA application processes, and scholarship applications.

‐

Communicate directly with University / College admissions officers as required.

‐

Attend monthly meetings with other members of the Advisory Team and Head of Secondary.

Academic Advisory Process Step 1 – Assigning Academic Advisors Assign students to an Academic Advisor (Students are assigned to an Academic Advisor upon enrolment). Step 2 – Academic Planning Document Students will complete the ACGVN Academic Planning Document and this will be reviewed twice a year in line with the School’s Assessment and Reporting timelines. Step 3 – Subject Preference Review Subject Preference Forms will be distributed to students after the completion of the Mid Year Reporting Process. Subject Preference Forms will be completed by students (signed by parents) and submitted to the Academic Advisor. Meetings may be scheduled with the Academic Advisor or other subject specialists. Subject Preference Forms are then submitted to the Deputy Principal. The timetable is then constructed based on this information. The Deputy Principal will notify Academic Advisors of any subject clashes. ACG International School Vietnam


20 The Academic Advisors will then meet with the student again to select alternative subjects based on the line / block structure of the timetable. Step 4 – Subject Option Changes Students who wish to make subject changes at any time of the year should report to their Academic Advisor and complete a review of the Academic Planning Document. Students are required to submit a Change of Subject form (signed by parents and the Academic Advisor) to the Deputy Principal. Step 5 – University / College Applications Complete Year Level Checklists Provide the Academic Advisor with evidence of application submissions. Year Level Academic Advisory Checklists When students meet with their Academic Advisor, they will be required to provide information about: Year 11 ‐ Where they (parents) wish to study ‐ Broad area of study: Business, Engineering, Medicine. ‐ Review University / College admissions tests – SAT, TOEFL, IELTS ‐ Register for external admissions tests ‐ Complete University / College investigations: register on www.collegeboard.com , register on www.ucas.org , complete the online Stamford Test, university websites, Study in Australia, Study in New Zealand, Scholarship website etc. Year 12 ‐ List of Universities / Colleges ‐ Evidence of admissions test scores ‐ Evidence of admissions requirements for Universities / Colleges listed: Community Service requirements, Auditions / Portfolios, Tests, Subject requirements, recommendation letters, personal essays / statements, VISA requirements, financial commitments. Year 13 ‐ Prepare / Complete Applications ‐ Write Personal Statements ‐ Letters of Recommendation ‐ Payment of Application Fees ‐ Academic Transcript Requests ‐ Scholarship Application submissions ‐ VISA Requirements (possibly working with an agent)

COMMUNICATION A newsletter is sent out every second week via email. Teachers make phone calls home and email and provide feedback on students’ progress through Parent / Teacher Interviews. Formal written reports are issued twice a year. It is important that the School is kept up-to-date with any change of home/email addresses or phone numbers to ensure reports, invitations, etc reach home. As email is used frequently in communicating information to parents, including newsletters, it is important that the School has an up-to-date email address on file for each student. It is also important that up-to-date parents’ work phone numbers, as well as an alternative emergency contact number, are available for ACG International School Vietnam


21 use in the event of sickness or an emergency. It is the parent’s responsibility to ensure that the School has accurate details at all times. A Change of Details form is available from the School for parents to complete and return to Reception. Avenues for Advice (Secondary Students) Below is a checklist of reasons students / parents might have for seeking advice, or an opinion, or making a complaint. In each case, the person whom students / parents should see in the first instance is given in the first contact column. Advice Checklist Enquiries

First Contact

Further Enquiries

Enquiries about course content in a subject

Subject Teacher

Academic Advisor

Questions about marks/assessments given

Subject Teacher

Deputy Principal

Advice about a particular subject

Subject Teacher

Academic Advisor

Advice about future subject selection and career Academic Advisor pathway

Homeroom Teacher

Complaints about unfair treatment by another Homeroom Teacher student or member of staff

Head of School

Complaints about marks/assessments given (after Homeroom Teacher discussion first with subject teacher)

Deputy Principal

Complaints about teachers

Head of School

Head of School

Problems with overloading of work in several Homeroom Teacher subjects

Academic Advisor

Personal problems

Homeroom Teacher

Student Support Team

Delivery of absence notes, etc.

Homeroom Teacher

Student Services

Approval for appointment at a non-school activity

Head of School

Requests for leave

Head of School



22

ATTENDANCE POLICY STATEMENT STATEMENT OF AIM Punctuality and the development of the responsibility for regular attendance are among the School’s instructional goals. Daily class attendance is a condition for fulfilling the Year Level requirement and curricular obligations. Regular attendance contributes to a student’s general academic and school progress. RATIONALE 1. Interaction between students, the teachers and their involvement in the total school environment are critical components of the learning process. 2. The learning process is a progressive activity that is supported by regular class attendance. 3. When students are absent from a class, the missed learning opportunity can never be completely recovered. 4. Reading set material and performing satisfactorily during assessments, does not compensate for the loss of insight gained during class lessons and discussions or the loss of information acquired through an explanation. 5. Students do not maximise their opportunities for learning when they are absent from classes. GUIDELINES 1. Permissible absences are those for a personal illness or injury, medical and dental appointments, death in the immediate family, religious holidays, and other emergencies or unusual circumstances. Family vacations are not considered excused absences. 2. A student is allowed a maximum of 20 days absence during the School year. 3. If a student registers at the School during the School year, they are allowed to miss a maximum of 2 days per month of attendance. 4. When a student is absent, the School office will contact the family of that student to ‘check on the student’ and inform the family of the need for good attendance. 5. When a student has been absent for 15 days, the School office will inform the family by letter of the need for good attendance. 6. When a student has been absent for 20 days, the office will inform the family by letter of the need for good attendance and that their son / daughter is in danger of not moving into the next Year Level, due to absences. The family will be invited to a meeting with the classroom teacher and Head of School at this point to discuss the attendance data. 7. When 20 or more days have been missed a ‘Year Level review meeting’ will take place in early June to make the Year Level assignment for the student for the new school year. ATTENDANCE Students are expected to attend School every day, all day long. If a student is absent or late for a valid reason, he/she will be excused only by a parent’s phone call or note. EXCUSED ABSENCE OR LATENESS Absence or lateness will be excused for the following reasons: • Illness. If students are ill, they should not come to School. • Dental or medical appointments. However, these should be made outside of School hours if at all possible. • Family emergencies. ACG International School Vietnam


23 • Excused absences may also be granted for religious holidays, educational opportunities or other reasons agreed upon by the administration and parents, provided parents arrange such absences in advance with the Head of School through a written request. All work missed must be handed in when the student returns to School. ABSENCE PROCEDURES Excused absence procedures for parents: • Parents should notify the School by calling +84 8 3747 1234, about absences or lateness by telephone before 8:00 a.m. on the day in question. Alternately, parents may send prior written notification. • Written excuses for lateness must include the date, time, reason and parent’s signature. • Written excuses for absence must include the date, reason and parent’s signature. • Parents must notify the School if they will both be out of town. An adult should be appointed in case an illness or emergency occurs. • We ask that a student be absent for more than one day before parents request homework. If a student has been out of School and parents would like to have assignments sent with a friend or sibling, they should make arrangements by contacting the Head of School. LATENESS One of a student’s major responsibilities as a member of the School community is attending classes. Lateness and unexcused absences from classes are rare occurrences at our School. However, should a student choose to be late or to not attend a class or scheduled conference there are definite consequences. If students are late because they have been with another teacher, it is their responsibility to get a signed note from the teacher. UNEXCUSED ABSENCES Unexcused absences are considered to be a serious violation of School rules. EARLY LEAVE FOR HOLIDAYS We request that parents plan holidays so students do not miss School. If an early leave is absolutely necessary, prior notification of one week or more is needed. SCHOOL RECEPTION FOYER The School Reception Foyer is a busy place and an area for holding business only. The security staff outside the front door will welcome all visitors to the School and direct them to the ACG and AIS Reception Desks. Students are not to stand, wait, socialise or meet in this area at any time (before School, break times, after School). Students may ‘wait’ in the Cafeteria areas or in the ‘Pick Up Zone’ at the front of the School building (if waiting for a private vehicle). It needs to be a goal for all administration staff on campus to keep the Reception Foyer free from students where possible and as quiet as possible. Students visiting to the Reception Desks should have written permission from a teacher at all times. IDENTIFICATION / SECURITY PASS All Secondary students and parents (whole School) are issued with ID / Security passes on enrolment and passes are renewed annually. -

Student ID / Security Passes are used for – general identification, Library book borrowing, photocopying and cafeteria purchasing.



24 -

Staff ID / Security Passes are used for – general identification, Library book borrowing, photocopying and cafeteria purchasing. - Parent ID / Security Passes are used for – general identification, Library book borrowing and cafeteria purchasing. - Visitor ID / Security Passes are used for – general identification. • Parents may apply through the School Reception Office for additional passes for drivers, maids and additional family members. • With an ID / Security Pass the person may enter the School freely. • Anyone without an ID / Security Pass is called a ‘Visitors’ and must enter the School building by going through the Security Desk (at the front sliding doors). • Visitors must sign in to obtain a Visitors Pass. Visitors record the date, time, their name and visiting purpose. All visitors are given a Visitors Pass to wear. • Visitors, who report to Reception for official School business, should wait in the foyer area until an ACG Staff member gives instructions to move to another area of the School. • Anyone who forgets to bring their ID / Security Pass must go through all the Visitors processes. • Parents / Adults entering the School with an ID / Security Pass are able to move through to the Block D Kindergarten, Block F and the Cafeteria areas only. • All other business and all Visitor Pass holders must report to the Reception Desk for directions and announcements. • A security guard in the School Reception Foyer will monitor that all adults are wearing either an ID / Security Pass or Visitors Pass. • This security guard will also monitor the movement of all adults past the Reception Foyer and guide people to the Reception Desk. • All adults and visitors must leave the School through the Security Desk and sign out. Visitor passes are returned to security at this time. • It is expected that all parents leave the classroom areas / buildings by 8:10 a.m. (after the morning drop off in the Primary School) and return to the School Reception unless on official business with an appointment. • At the end of the day parents should not enter any classrooms unless invited and should not be in the buildings unless on official business with an appointment. ARRIVAL AT SCHOOL • For morning arrivals only the main gate is used. • Students arriving at the School gate, on buses or in the ‘drop off area’ will then move through the Reception Foyer and to the designated supervision / play areas. • Students arriving by motorbike or on foot should stay clear of the main driveway where cars are ‘looping through’ (a safety issue) and enter through Gate 2 (on foot). • Students are not to remain at the front of the School at any time. • Students are not to stand or wait in the Reception Foyer at any time (before School, break times, after School). • Block F students are able to place their bag into their locker on arrival at School, and then must move directly outdoors. • Primary School students remain outside with their bags until 8:00 a.m. • Secondary Scholl student remain outside with their bags until 7:55 a.m. • The ACG Library is open for Secondary School students at 7:30 a.m. MORNING ‘DROP OFF’ ZONE ACG International School Vietnam


25 • There is no car parking on Campus. • For morning arrivals only the main gate is used. • Vehicles are able to move through the ‘drop off area’ in a loop, but there is no standing and no parking on Campus. • Parents and visitors may ‘phone’ drivers to also loop through the ‘drop off area’ at any time for a pick up on the main School driveway • Kindergarten and Year 1 students arriving by School bus will be escorted to the Block F building by the bus host/ess. AFTERNOON ‘PICK UP’ ZONE • There is no car parking on Campus. • For afternoon pick up / School departure, both the main gate and Gate 3 (by the Swimming Pool) is used. • Kindergarten and Block F families are welcome to use Gate 3 (by the Swimming Pool). • Only Kindergarten and Block F students accompanied by a parent / caregiver will be permitted to leave through Gate 3 (by the Swimming Pool). • For afternoon pickups Secondary School students use the main gates only. • Students who use private transportation are required to move to the Secondary School Private Pick Up Zone. • Secondary students move to the Secondary School Private Pick Up Zone at the front of the School building. Students should be instructed to keep the entrance (in front of the main sliding doors) clear. • Secondary students should not wait in the Reception Area as this area needs to be kept clear for visitors / parents at the end of the day. • Students departing by motorbike or on foot should stay clear of the main driveway where cars are ‘looping through’ (a safety issue) and leave through Gate 2 (on foot). • Vehicles are able to move through the ‘pick up area’ in a loop but there is no standing and no parking on Campus. • Kindergarten and Year 1 students will be escorted to the School by the bus host/ess. PARKING ON SCHOOL GROUNDS – AFTERNOON • There is no parking on School grounds during the busy morning ‘drop off time’ and afternoon ‘pick up time’ to ensure maximum student safety. • The campus provides parking for School buses, cars and announced visitors with appointments only. • During the School day only visitors with prearranged meetings who are logged with the Gate Security Office will be permitted to bring a vehicle on Campus. • School buses and students moving to buses on campus must be able to do this safely (a priority) and without cars also moving in these areas. Private Transport • Students who use private transportation to go home from School will wait to be collected in the Year Level / Homeroom with their teacher / co teacher. • Students can also be released to parents / caregivers and older siblings in the Secondary School. • If a parent / caregiver does not have an ACG ID Security Pass the student is never released and the Reception Desk or Head / Deputy Head of Primary is contracted. • Important – Kinder and Primary students are not to be dismissed at any time to walk out of class and School along. ACG International School Vietnam


26 • Important – Kinder and Primary students are not to ‘wait’ for parents at any time in the Reception Foyer or in the Secondary School Private Pick Up Zone alone. • Students found on campus in unsupervised / non designated areas should be instructed to report to the Head or Deputy Head of Primary School. • Students who do not follow the Private Pick Up instructions or the behaviour expectation should be instructed to report to the Head or Deputy Primary School. ACG School Buses • Students who use the Bus Service will be walked by the classroom teacher or co-teacher to the to the Cafeteria Block B ‘Bus Waiting Area’ at the designated afternoon time. • In this area bus lists are checked and students are then moved by duty teachers to the buses. ACG buses are located on the driveway behind Block B. • Students will move out the Block B Cafeteria side door and onto the buses. • It is expected that Primary students will remain in these areas until departure. Students who DO NOT wait in these areas quietly should be sent to the Head or Deputy Head of the Primary School. • Bus students who arrive late to the bus area will be instructed to report to the Reception. • Bus students do not move through the Reception Foyer at any time.

Afternoon Activities Programme • Kindergarten students do not participate in Afternoon Activities due to the length of the School day. • Kindergarten students who need to wait at School to be accompanied home by an older sibling will attend ‘Stay and Play’ only. • Students are able to register for Afternoon Activities on Monday to Friday that run for two terms. This will then designate the students bus departure time in the afternoon. • Students who attend Afternoon Activities will be walked by the classroom teacher or co-teacher to the Cafeteria Block C ‘Activity Line Up Area’. • At the completion of Afternoon Activities the Activity teacher walks the students back to the Cafeteria Block B ‘Bus Waiting Area’ and the Block E / F playground Private Pick Up ‘holding area’ until parents / caregivers / Secondary School siblings arrive. Independent Study • There is no Independent Study time for Primary students. All Primary students remaining on Campus at the end of the day must be registered into an Afternoon Activity. • Kinder and Primary students may only attend Study or Library time if they are fully supervised by their parents. • Kinder and Primary students who wish to come to the School Library on Saturday must be fully supervised by their parents at all times. • Kinder and Primary students are not permitted on campus at any time without a scheduled Afternoon Activity or supervision. • Students found on campus in unsupervised / non designated areas should be instructed to report to the Head or Deputy Head of Primary School. END OF DAY PROCEDURE FOR SECONDARY STUDENTS Private Transport (ACG & AIS Students) • For afternoon Private Transport pickups Secondary School students use the main gates only. • Students who use private transportation to travel to and from School are required to move to the Secondary School Private Pick Up Zone at the front of the School building. ACG International School Vietnam


27 • Only Kindergarten and Block F students accompanied by a parent / caregiver will be permitted to leave through Gate 3 (by the Swimming Pool). • Staff should instruct students to move to the Secondary School Private Pick Up Zone. At the end of the day, we have many visitors to the school and we need to keep the main entrance clear for these visitors. • Students should be instructed to keep the entrance (in front of the main sliding doors) clear. • Students should be instructed to avoid sitting near the shop window. • Staff should instruct students to remain seated in this area until their pick up. • Students should not wait in the Reception Area as this area needs to be kept clear for visitors / parents at the end of the day. • Secondary students are able to collect Kindergarten and Primary School siblings (acting as a caregiver) before moving to the Secondary School Private Pick Up Area. • Students departing by motorbike or on foot should stay clear of the main driveway where cars are ‘looping through’ (a safety issues) and leave through Gate 2 (on foot). • Vehicles are able to move through the ‘pick up area’ in a loop, but there is no standing and no parking on Campus. ACG School Buses • Students who use the Bus Service are required to report to the Cafeteria Block B ‘Bus Waiting Area’ at the designated afternoon time. • In this area bus lists are checked and students are then moved by duty teachers to the buses. ACG buses are located on the driveway behind Block B. • Students will move out the Block B Cafeteria side door and onto the buses. • It is expected that Secondary students will remain in these areas until departure. Students who DO NOT wait in these areas quietly should be sent to the Head or Deputy Head of the Secondary School. • Bus students who arrive late to the bus area will be instructed to report to the Reception. • Bus students do not move through the Reception Foyer at any time. Afternoon Activities Programme • Students are able to register for Afternoon Activities on Monday to Friday that run for two terms. This will then designate the students bus departure time in the afternoon. Independent Study • Students who wish to remain at School for Independent Study on Monday to Friday (Library, Music Tuition Rooms and Cafeteria) should report to these areas to ‘sign in’. • Students who wish to come to School for Independent Study on Saturday (in the Library only) should report to the Library. • Students are not permitted in any other areas of the School or at any other times unless fully supervised for a special activity / arrangement. Campus Closing Time • Students undertaking Independent Study may do so until 4:30 p.m. Monday to Friday. • Student may then report to the Library and stay on campus until 5:45 p.m. Monday to Friday (and then return home by private transport). • Student may come to the School Library on Saturday from 8:00 a.m. until 12:00 noon.



28 • Students found on campus in unsupervised / non designated areas should be instructed to report to the Head or Deputy Head of Secondary School (ACG) or the Deputy Principal or Principal of Secondary School (AIS).

BEHAVIOUR MANAGEMENT GUIDELINES STATEMENT OF AIM Standards of behaviour that enable teaching and promote learning are required of students. The endeavour to maintain such standards is collaborative involving students, their families, teachers and administrators. The principles of safety, respect and responsibility are integral to the standards required of students. The School should be a safe, happy, healthy place for all to work and learn.Everyone has the right to feel safe and comfortable (free from harassment). This includes students, staff and parents. ATTITUDES FOR PROMOTION Appreciation Commitment Confidence Cooperation Curiosity Integrity Respect Tolerance Empathy Enthusiasm Independence Creativity PROMOTING POSITIVE BEHAVIOUR The best way to seek positive student behaviour is to actively encourage it by: 1. 2. 3. 4. 5.

Modelling appropriate behaviour. Using praise and verbal recognition. Recognising excellence. Holding special afternoon teas for students. Involving students in decisions that affect them.

POLICY GUIDELINES (COMMUNITY PARTNERSHIP) STUDENTS Students will understand the School-wide and classroom behavioural expectations, procedures, rules (Code of Conduct) and comply with these standards accordingly. Student behaviour will not inhibit teaching and will contribute to effective learning. Staff will approach discipline and consequences as part of an ongoing effort to promote and maintain appropriate work habits, learning, and a safe environment for all, and a social/emotional climate which is inherent in a caring and effective community. STAFF Staff will treat students with respect, fairness and consistency and will be able to teach effectively to all students in a learning environment that is purposeful, positive and productive. Staff will provide support and respond to behaviour in an informative and instructive manner. They will assist students to appreciate the matters of appropriate learning and social behaviour, will respond consistently to appropriate and inappropriate behaviours, will expect restitution from students for misdemeanours and will encourage students to take responsibility for their own behaviour. ACG International School Vietnam


29 FAMILIES Families will show an active interest in the School’s efforts to promote and maintain appropriate learning and social behaviours by encouraging and assisting their son / daughter in following the School’s behaviour conventions. Families will assist staff, when required, in dealing with matters of discipline.

DISCIPLINARY PROCEDURES (SECONDARY) When a student is causing concern with on-going poor behaviour the Head of Secondary will interview the student. If the problem persists: Discipline Warnings are issued • An official verbal warning recorded on the student’s record and parents informed • Followed by an official first written warning recorded on the student’s record and . parents informed • Followed by an official final written warning recorded on the student’s record and parents informed If poor behaviour continues the student may be placed on a Behaviour Contract.



30

SERIOUS DISCIPLINE/ WELFARE ISSUE - Abusive language - Threatening behaviour - Offensive weapons - Physical abuse of others - Drugs and alcohol - Damage to School or personal property - Plagiarism - Suspicion of Malpractice

HEAD OF SCHOOL Student / Parent interview Student / Teacher Interview ACTION BEHAVIOUR CONTRACT SUSPENSION EXPULSION

MINOR DISCIPLINE/ WELFARE ISSUE

Teacher Intervention

- Low-level lesson disruption - Homework not done - Lethargic - Late/absent - Off-task - Disorganisation - Non-physical bullying

TEACHER INTERVENTION(S) WITH A VARIETY OF CLASSROOM STRATEGIES

INTERVIEW Documentation (Referral completion)

TEACHER INTERVENTION(S) UNSUCCESSFUL HEAD OF SCHOOL INTERVENTION DISCIPLINE ISSUE WELFARE CONCERN

ACADEMIC CONCERN

HEAD OF SCHOOL Student / Parent interview Student / Teacher Interview ACTION BEHAVIOUR CONTRACT SUSPENSION EXPULSION


Middle School Curriculum Handbook

2011

31

GENERAL INFORMATION FOR STUDENTS AND PARENTS CAFETERIA INFORMATION Food services in the School Cafeteria are provided by an experienced and professional team. The School Cafeteria is open from 7:00 a.m. until 4:30 p.m. Monday to Friday. The Cafeteria provides a daily ‘set meal’ for Kindergarten and Primary students to include; Morning Recess, Lunch and Afternoon Recess. The Cafeteria provides an a-la-cart food system for Secondary students and the School staff. • Breakfast is served from 7:00 a.m. to 7:45 a.m. • Morning Recess is served for the Secondary Students at 9:50 a.m. to 10:10 a.m. • Lunch is served for the Secondary Students at 12:25 p.m. to 1:10 p.m. • Afternoon snacks will be sold through until 4:30 p.m. daily. Monthly menus and other information about the services are available through the myACG portal. In addition to lunchtime and morning and afternoon break times, the cafeteria is also used for a variety of School events, including regular Parent Teacher Group meetings. Students may also bring their own lunch to the cafeteria, however often they wish. Students in the Secondary School have the option of purchasing snacks and refreshments during the morning and afternoon breaks and purchasing their lunch from the daily menu board. Students must be responsible for the handling of their lunch and snack money. Students are also encouraged to order their lunch before 10:00 a.m. daily. Secondary School students may also use the Student ID Card as a Debit Card for the Cafeteria to purchase items. ACG is aware of individual student's dietary needs, and menus are marked (P) for meals containing pork, (B) for meals containing beef and (M) for meals containing mushrooms. Smart Cards Cash will always be accepted in the Cafeteria and a ‘Cash Line’ will exist in particular for parents and visitors (also those that lose or forget their cards). The preferred method of payment is via the ACG or AIS ID Card debit system. Money can be charged onto your ID card in the Block C Cafeteria area at any time and then ‘swiped’ for your order at the cashier points. Receipts Receipts will be issued with all transactions. Where the ID debit card system is used the receipt will include your ‘card balance’. Receipts will also confirm both the time that your meal needs to be collected and the location of all pre orders and if they will be delivered to the staff room. Receipts are very important in the case of your pre order as this is your ‘proof of purchase’ for when you come back to collect your meal. Pre Ordering Secondary students and staff who wish to receive their meals without delay are asked to pre order their meals before 10:00 a.m. ACG International School Vietnam


2011

32 Meals can be ordered after this time, but a choice of food cannot be promised. At times staff will also need to wait while food is prepared if not pre ordered. Counters Block B • Western Meal Collection • Asian Meal Collection • Student Express Pick Up – Students (Pre Orders – Meals ordered prior 10:00 am) • Special Menu (Including students with food and dietary issues listed on their ACG / AIS Medical Form) / Vegetarian Block C • Student Express Pick Up – Staff (Pre Orders – Meals ordered prior 10:00 am) • General Collection (Meals order after 10:00 am or on the spot). • Cash Only • Staff • Card Recharging • Snacks / Drinks Student Messages Students may bring their own lunch to School and can place it for the day on the holding tables in the Block B Cafeteria area. All meals, trays, plates and cutlery etc. are not to be taken from the Block B and C Cafeteria areas at any time. Please do not ask for credit or to receive food without payment. There is no credit available to students or staff. Students and staff who bring their own meals to School must also provide their own cutlery. Cafeteria Staff The Cafeteria staff will aim to please and serve all students and staff to the best of their ability. They should be treated with respect at all times. Complaints Complaints should not be made to the Cafeteria serving staff as they have little to do with the systems, organisation and running of the Cafeteria. Complaints, feedback and suggestions can be made to the ACG Office Manager, Ms Elaine Nguyen, at any time. TRANSPORT Parents are responsible for transport arrangements to and from School for students. Please ensure that your son / daughter is fully conversant with a back-up plan in the event of normal transport plans being disrupted. If normal transport arrangements are temporarily changed (i.e. parents / guardians away for a few days), please inform the School, providing details of temporary arrangements, so that we may best assist your son / daughter in the event of any problems arising. The School provides a safe and reliable School Bus service, using modern airconditioned vehicles, to pick up and drop off school students on designated routes around the city. All vehicles have regular safety and maintenance checks, are operated by a licensed driver and have an assistant on board.



2011

33 SPORT Sport and exercise are an essential part of a well balanced education. Our sporting facilities include an air-conditioned gymnasium, a 25m pool, a tennis court and field. The size and quality of these facilities allow us to host sports events with other International Schools and multi-school tournaments. By participating in a sport for recreation, students build their physical, emotional and intellectual skills. By being a part of a team, students learn sportsmanship, commitment and self-confidence. CAREERS College and career guideance is an essential part of the support offered to our senior students at a time when they are able to reflect on the decisions made so far, and are about to make important choices for their future. We understand that this can often be an emotional time for both students and parents, and hope to assist students in finding the best post-secondary path for each unique individual. For over 90% of our graduating seniors this will be a direct matriculation to university, but it may also be a career, a gap year or another plan. If going to college or a university is a student's ultimate goal, when the search begins for the "right" college, it is important to remember that it doesn't necessarily have to be one of the most selective or famous in the country. Challenging oneself is of course encouraged in all aspects of life, but there are also many advantages to going to lesserknown schools. We believe that students should choose colleges or universities with programs and features that best meet their particular interests, and not be pressured into applying to the most selective schools just because they sound impressive. Whether a student decides to go directly to university from secondary school, find a job, or take a year off, it is our sincere hope that we will be able to make this transition in their life a little less stressful, and even fun and exciting. MOBILE PHONES It is acceptable for students to carry a mobile phone. They are to be switched to silent during lesson time. Students can only use their phone (phone calls and SMS) for emergency situations. Phones are not to be used at any time to contact other people inside the school (e.g. student to student during the lesson day). SMOKING Vietnamese Law states that no person under the age of 18 shall purchase, use or possess tobacco products. Absolutely no smoking is allowed in the School, in front of the School or anywhere in the near vicinity of the School. Students who fail to comply with these laws may face expulsion. DANGEROUS ITEMS Dangerous items, such as pocket knives, are not allowed and students may face suspension if caught with such items. THEFT Theft of any kind will not be tolerated and will lead to immediate expulsion.



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34 SUBSTANCE ABUSE Substance abuse, including any form of alcohol or illegal drug is unlawful and will not be tolerated. If students are found to be using, or are in possession of such items, parents will be contacted immediately. They may also face suspension, expulsion, or even police referral. Students are also prohibited from administering prescribed or non-prescribed medication to other students. WITHDRAWAL FROM SCHOOL Students who need to leave during the School year should inform the School in writing as soon as possible so the School will have time to arrange records and transcripts. CONTACT WITH SCHOOL Parents with concerns about their son / daughter should call the School. Parents and teachers may set up parent-teacher conferences at any time during the School year. Special conference days are provided, but visits to the School are encouraged at any time. ACCIDENTS In the event of an accident, inform the nearest teacher who will access first aid help via the School Medical Room. If it is a serious accident stay where you are and get another student to find a staff member. STUDENT ID CARDS Students will have the opportunity to obtain a School ID Card. Arrangements will be made early in the year for their issue. Students should carry this card at all times. It will be required for entry onto campus and students will also be required to show it for identity purposes during examinations. If students lose their ID card, they can get another card ordered at the Student Services Counter. MESSAGES Reception staff will interrupt classes to give genuinely urgent messages only. Items such as forgotten lunches, Physical Education uniforms or homework are not regarded as urgent and will be held at the Student Services Counter. If students discover they have left something at home, they should check at the Student Services Counter to see if it has been delivered. PRINTING AND PHOTOCOPYING Both black and white and colour printing and photocopying facilities are available within the School. Students will need to use their student ID cards to access these devices. At the beginning of the year, each student is given credit for printing and photocopying. RECEPTION PHONES Ideally students should not use the Reception phones, except in the case of sickness or emergency. Students should see one of the Heads of School if they have an emergency. Students may carry a mobile phone and use it during break times for appropriate calls and/or to send appropriate text messages. Students are not permitted to use their phone during class time. If they have a phone out in the classroom or if it rings during class time, it will be confiscated if the first warning is ignored. Students will not be able to borrow money or obtain change from the office. In case of an emergency see one of the Heads of School. TEMPORARY CARE-GIVING ARRANGEMENTS If your son / daughter is going to be cared for temporarily by someone else while you are away, please inform the School, providing details and contact numbers so we may best ACG International School Vietnam Middle School Curriculum Handbook 2011

35 assist your son / daughter in the case of any sickness or emergency, thereby minimising the stress factor for your son / daughter. WATER Students may have a water bottle in class. It must be a clear plastic bottle with a stop-top. Screw-top glass bottles and cans are not permitted in class during lesson time. Water is the only liquid to be consumed in class time. There are cooled-water fountains in the School buildings although leaving class to have drinks from the fountains will not be encouraged. Students should make use of their water bottles. All students will be expected to remain in class during the last fifteen minutes of any given lesson, unless in the case of an emergency.

ACADEMIC PROBATION If a student consistently experiences serious academic difficulties coupled with motivation problems, he/she will be placed on Academic Probation. “Serious academic difficulty” means that a student has received several results below 60% . If this happens, the student’s parents and the School will agree on a specific plan of action for the probation period. This plan may include specialised testing at parental expense, conferences or a learning support programme. At the conclusion of each semester, the student, parents, teachers, and Head of Secondary will review the probation plan. A decision based on what is best for the student will be made for the following semester. On rare occasions, the decision may result in a request for parents to find more appropriate educational services for their son / daughter. This action is taken only when existing resources have been exhausted and the student’s needs demand another school situation. The School seeks to provide the best international school education possible. High academic and behavioural expectations are the cornerstone of such a programme. Recommendations regarding a particular student’s education are made keeping the best interests of that student in mind.

LIBRARY The Library Committee and Library Administration seek to support, nurture, and inspire all students and faculty members. They strive to provide access to information in a variety of formats to meet the educational and recreational needs of the School community. By exposing students to a resource-rich environment, the hope is to teach students how to locate and evaluate information independently in preparation for lifelong learning. Additionally, it is a moral obligation to promote the ethical use of information, ideas, and technology. The Library is a safe, inviting, student-centered space. The goal is to encourage curiosity and enthusiasm for lifelong learning, and, above all, to foster a love of reading. Eligibility Senior students may borrow limited fiction and non-fiction titles. Borrowing Students should report to the Library Staff counter to ‘check out’ the item(s) they wish to borrow. Students should show their ID Cards and the barcode will be scanned. Quantity Students can borrow either a non – fiction book (but not a reference book) or a fiction book. Students can ‘check out’ one fiction or non – fiction title at a time. Students are able ACG International School Vietnam Middle School Curriculum Handbook 2011

36 to borrow Class Set titles only when subject teachers authorize the borrowing. If a book becomes overdue the student will be emailed reminding them to return the title promptly. If books are not returned a reminder letter and a bill will be sent home. Loan periods Fiction and Nonfiction titles – Seven (7) days with renewal available Class Set titles – the subject teacher will specify the loan period. Return Policy Students are responsible for returning Library materials on time. If items become overdue, students will receive an email reminding them that their books are overdue. If resources are not returned in a timely manner, a letter and a bill will be mailed home. Repeated overdue items will result in a conference with the Head of School. Secondary School Independent Study • Students who wish to remain at School for Independent Study on Monday to Friday (Library, Music Tuition Rooms and Cafeteria) should report to these areas to ‘sign in’. • Students who wish to come to School for Independent Study on Saturday (in the Library only) should report to the Library. • Students are not permitted in any other areas of the School or at any other times unless fully supervised for a special activity / arrangement. Campus / Library Closing Time • Students are not permitted to use the Library during the morning break time. However, students can use the Library during the following times: • 7:30 a.m. – 7:55 a.m. • 12:25 p.m. – 1:10 p.m. • Students undertaking Independent Study may do so from 2:30 p.m. until 5:45 p.m. Monday to Friday (and then return home by private transport). • Students may come to the Library on Saturday from 8:00 a.m. until 12:00 noon. • Students found on campus in unsupervised / non designated areas should be instructed to report to the Head or Deputy Head of Secondary School (ACG) or the Deputy Principal or Principal of Secondary School (AIS). Use of the Library Students are welcome to use the library for studying/research purposes during the times that the library will be designated open for services. Information for Students using the Library In the Library we will: • Leave bags, food and drink on the shelves outside • Read books quietly • Do homework or quiet activities • Use computers for School purposes only • Whisper when communicating with others • Work independently and quietly • Respect others by putting things back in the correct place and keeping areas clean and tidy.



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STUDENT SUPPORT SERVICES If students experience academic, behavioural, social, emotional, or health difficulties, they may need the help of support services to improve and / or to increase their motivation for successful academic performance. Support services may include: - Individual and small group instruction - Homework support or small group tutoring - Individual teacher conferences on a cycle basis Extended support may include: - Individual Teacher Assistant support - Individual learning support after school\ - Parent conferences at School or via phone / email - Special short – term adjustments in curriculum and scheduling requirements Student Success Plans A Student Success Plan is a formal document developed by the Student Support Team, teachers, parents and the student. The document is designed to be a working document that provides information about the student’s strengths, weaknesses and areas for improvement. The document includes improvement strategies with recommended actions, goal setting and suggested methods for monitoring performance. Student Success Plans are usually developed and implemented and the beginning of the academic year with regular reviews planned throughout the academic year. Teachers, parents and / or students may request support services through their Home Room Teacher. The Student Support Team consists of the Head of Secondary, Deputy Principal of Secondary, Special Education Teacher and the Home Room Coordinator. Professional Support Services Trained educational psychologists are available upon request through the Head of School. They can assess a particular learning problem or provide professional advice on a range of learning and personal matters. The Head of School is able to assist families to access Mental Health Professionals if there is a need. As this is an outside service, a fee is payable.



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GLOSSARY OF TERMS A Level – A University of Cambridge international advanced level subject qualification. AS Level – A University of Cambridge international advanced subsidiary subject qualification. CIE – Cambridge International Examinations. Core – Students placed in Core classes are provided with a full course of study delivered to meet the needs and academic abilities of each student. The highest grade achieved through external qualifications is a C grade End of Year Examination – Examinations held at the end of the academic year covering work from the whole year. Extended – Students placed in Extended classes are provided with a full course of study. The highest grade achieved through external qualifications is an A*. IBDP – International Baccalaureate Diploma Programme ICT – Information and Communication Technology. IELTS – International English Language Testing System IGCSE – International General Certificate of Secondary Education. Mid Year Examination – Examinations held at the end of Term Two (Semester One) covering work from Terms One and Two. myACG – Community portal for teachers, students and parents. OPT – Oxford Placement Test Secondary School – Refers to students in Years 7 – 13. Semester – Refers to two terms. Terms One and Two make up Semester One and Terms Three and Four make up Semester Two. Senior School – Refers to students in Years 11 – 13. Term – The School year consists of four terms.



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Secondary Enrolment Testing Senior School Academic Placement Testing

Secondary Enrolment Testing Middle School Academic Placement Testing Academic Placement Testing for Middle School students takes approximately 2 hours. Students who are able to produce full academic records from recognised schools (where the language of instruction is English) may be exempt from certain placement tests. Curriculum Coordinators may assist the Enrolment Team and Administration in reviewing academic records. Students who are able to produce an official IELTS or TOEFL score may be exempt from taking certain placement tests. Results from The Oxford Placement Test, the Middle Years Ability Test, and a Writing Sample will be used to determine student placement. Curriculum Coordinators may review all Placement Test Results and academic records to ensure that students are placed in the most appropriate Academic Programme.

Full Academic Programme 1

Students placed in the Full Academic Programme 1 do not receive English Language Support and take a rigorous and challenging academic programme leading to the University of Cambridge IGCSE qualifications.

Full Academic Programme 2 Students who test between120 – 134 will be placed in the Full Academic Programme (2). AWriting Sample Band score of 3 will support a Full Academic 2 Placement. Students placed in the Full Academic Programme TWO (2) also take a rigorous and challenging academic programme. However, teachers may modify the programme or provide accommodations to meet the academic needs of students who are developing their academic English skills. Students will not pay an ESL fee.

English Language Programme Students who test 105 - 119 will be placed in the English Language Programme. All students must test above 120 to continue their enrolment beyond Year 9. AWriting Sample Band score of 4 will support an English Language Programme Placement. Students placed in this programme receive a total of SIX (6) x 45 minute periods of intensive English Language Support. Students will be tested at the end of each semester and may move out of the English Language Programme if benchmark scores are reached.

Mathematics Placement The Middle Years Ability Test Numeracy score is used to place students in the most appropriate Mathematics Programme. Students who receive a Numeracy score of 5 or above will be placed in the Extended Mathematics class. Students who receive a Numeracy score of 4 or below will be placed in the Core Mathematics class. Explanation of Oxford Placement Test Scores and Comparative Framework Language Level

Below 75 80 - 89 90 - 104 105 - 119 120 - 134 135 - 149 150 - 169 170 - 189 190 - 197 198 - 200

Beginner False beginner - minimal user Basic - extremely limited user Elementary - limited user Lower Intermediate - modest user Upper Intermediate-competent user Proficient - advanced user High proficient - very advanced user Professional command - expert user Functionally bilingual

Results from the Oxford Placement Test, a Writing Sample, and subject tests will be used to determine student placement. Subject specific tests include Chemistry, Physics, Biology and Mathematics. Curriculum Coordinators may review all Placement Test Results and academic records to ensure that students are placed in the most appropriate Academic Programme.

English Course Placement OPT Score Year 12 Writing Sample

Students who test above 135 will be placed in the Full Academic Programme (1). AWriting Sample Band score of 1 or 2 will support a Full Academic 1Placement.

OPT Score

Academic Placement Testing for Senior School students can take up to 3 hours. This depends on the student’s subject preferences. Students who are able to produce full academic records from recognised schools (where the language of instruction is English) or an official IELTS or TOEFL score may be exempt from certain placement tests.

Cambridge ESOL Main Suite

IELTS

KET PET FCE CAE CPE

3.0 4.0 5.5 6.5 7.5

English Course

150 +

Band 1

AS Literature in English

135 -149

Band 2

AS English Language

120 -134

Band 3

IGCSE English as a Second Language

OPT Score Year 11 Writing Sample

English Course IGCSE English Literature

150 +

Band 1

135 -149

Band 2

IGCSE English Literature

Band 3

IGCSE English as a Second Language

120 - 134

Placement Test Exemptions - C or above = entry to AS Level - English Language IGCSE ESL IGCSE Literature - D or above = enrty to AS Level - Literature in English IGCSE Language - C or above = entry to AS Level - Literature in English IELTS 7.0 = entry to AS Literature in English IELTS 6.5 = entry to AS English Language or IGCSE English Literature IELTS 5.5 = entry to IGCSE English as a Second Language Year 12 and 13 Students who do not provide an IELTS of 6.5 will be placed in an IGCSE level English course Year 12 and 13 students who wish to study the following subjects will require an IELTS 6.5. AS Business Studies, AS Economics, AS Psychology, AS Applied ICT, AS Art and Design, AS Geography

Subject Test Benchmarks AS Mathematics - 65%

AS Biology - 60%

AS Physics - 60%

AS Chemistry - 60%

All students at ACG International School Vietnam are expected to achieve a D grade or higher in the following subjects by the end of Year 13: IGCSE Mathematics IGCSE English Literature or English as a Second Language

ACG International School Vietnam inspires confident, internationally minded, lifelong learners within a stimulating, caring and inquiry based environment. Providing quality education and modern technology, we prepare responsible, independent thinkers who strive for excellence and contribute as global citizens to our dynamic world.

Secon dary A cadem ic Placement Infor mation

Secondary Academic Placement Information

Cambridge Lower Secondary Programme Information for Parents

CAMBRIDGE INTERNATIONAL CENTRE

What is Cambridge Lower Secondary Programme? The Lower Secondary Programme forms part of the Cambridge International Curriculum, which takes students from the post-kindergarten stage through to university entrance. The Cambridge Lower Secondary Programme provides a natural progression for children from primary education and builds on and develops their knowledge and skills in Mathematics, English and Science. Lower Secondary also offers schools a means of tracking students’ progress from 11 to 14, with an integrated package of teaching, learning and assessment materials. Teachers of the Cambridge Lower Secondary Programme receive firstclass support through publications, online resources, training, workshops and professional development.

The Cambridge International Curriculum Upper Secondary (age 16 – 19 years )

A/AS Levels AICE Programme Cambridge International Diplomas Cambridge Pre-U

Middle Secondary (age 14 – 16 years )

Cambridge IGCSE Cambridge O Level Cambridge International Diplomas

Lower Secondary (age 11 – 14 years )

Cambridge Lower Secondary Programme Cambridge Checkpoint Cambridge ICT Starters

Primary (age 5 – 11 years )

Cambridge International Primary Programme Cambridge ICT Starters

Key benefits The Cambridge Lower Secondary Programme is designed to be flexible – schools can combine it with the local curriculum. No part of the programme is compulsory, so teachers can use the materials in the way that is most suitable for their students. Teachers can use the progression tests at the end of the year – or at any point during the year, and as many times as they like. The Lower Secondary Programme has been designed to link seamlessly with the Cambridge Primary Programme and to provide an excellent preparation for students who will go on to study Cambridge IGCSE/O Level courses. The Cambridge Lower Secondary Programme:

Cambridge Checkpoint Tests Cambridge Checkpoint tests provide detailed feedback on students’ strengths and weaknesses, before they progress to post-14 qualifications such as Cambridge IGCSE and Cambridge International O Level. Cambridge Checkpoint tests are standardised, set and marked by CIE. They enable schools to give detailed, structured reports to parents on their child’s progress, and advise students and parents of the suitability of different progression routes after age 14.

Further information

The tests are available in English, Mathematics and Science and cover all major areas of learning required in the first years of an international secondary education. The test feedback measures a student’s performance in relation to the curriculum framework and how other students performed the same tasks. Each student receives a statement of achievement, and also information about their individual strengths and weaknesses.

• Develops successful students – it is a framework for education success for students aged between 11 – 14 years. • Is internationally benchmarked. This allows schools to measure standards over time. • Helps teachers assess students’ learning as they progress. • Schools use this feedback to improve teaching, support learning and report student progress to parents.

About CIE University of Cambridge International Examinations (CIE) is the world’s largest provider of international qualifications for 14 – 19 year olds. We are part of the University of Cambridge and a not-for-profit organisation. Students in 150 countries study the Cambridge International Curriculum, which develops successful students in primary and secondary education. It is a flexible framework, underpinned by the best educational and assessment practice.

Cambridge Checkpoint

What is Cambridge Checkpoint? Cambridge Checkpoint tests are available in English, Mathematics and Science. Checkpoint is not a formal qualification with a certificate, although a Statement of Achievement is produced. It is a way in which CIE can help students make the most of their educational opportunities. Cambridge Checkpoint tests: • Are valued and accepted

throughout the world for their high standards of assessment • Are delivered worldwide through a network of schools, colleges and training providers • Provide a good indication of Cambridge IGCSE and O Level results • Were created with an international audience in mind so that they are suitable for students of all cultural and language backgrounds • Provide teachers with detailed information about the strengths and weaknesses of their pupils in order to focus their teaching • Can be taken at a convenient time so as not to disrupt lessons

Who can benefit from Checkpoint tests? Cambridge Checkpoint is for students around 14 years of age and is ideal for those beginning courses leading to Cambridge IGCSE or O Level exams in English, Mathematics and Science.

What are Checkpoint tests like? There are two papers in each subject, each approximately one hour in length. They provide good preparation for Cambridge IGCSE or O Level examinations, by allowing students to experience an external exam. All the questions have been tested by Cambridge to ensure they are suitable for 14 year olds and provide useful information and feedback. Tests can be taken when convenient, so that they do not disrupt other lessons. After the test, marks are carefully analysed and a report produced on the student’s work. The whole process takes about four weeks.

Report information Each student will receive a Statement of Achievement and a report that provides more detail about his or her performance. Results are given as Checkpoint scores between 0.0 – the weakest performance – and 6.0 – the best performance. The average score is between 3.0 and 4.0. The report gives a score for the subject as a whole and for the main topics/skills, so that teachers can identify any important strengths or weaknesses. The report gives information about the questions that provided evidence of the student’s strengths and weaknesses. These are the questions that the student got right, but most others of the same ability got wrong, or conversely, the questions that the student got wrong, but most others of the same ability got right.

Can Checkpoint scores be used to predict Cambridge IGCSE and O Level results? Research has shown that Checkpoint scores are good predictors of performance in Cambridge IGCSE and O Level examinations. Students with the same Checkpoint score will achieve a range of Cambridge IGCSE grades, because some will work harder and learn more than others. Checkpoint Score Range

Probable IGCSE or O Level Grade

0 and 1

F

1 and 2

E

2 and 3

D

3 and 4

C

4 and 5

B

5 and 6

A/B

Which topics/skills do the Checkpoint tests cover? English

Mathematics

Science

Reading

Number

Biology

• Explicit meaning • Select and summarise • Comment on character • Implicit meaning • Use of language

• Properties • Problem solving • Data handling

• Cells and organisms • Humans • Plants • Variation and classification • Ecosystems

Writing • Structure • Style • Audience • Content

Usage • Sentence structure • Punctuation • Vocabulary • Spelling

Naturally, students can do better than their predicted grade if they work harder. They will achieve less if they do not put in the effort.

About CIE University of Cambridge International Examinations (CIE) is the world’s largest provider of international qualifications for 1419 year olds. CIE’s broad range of qualifications are recognised by universities, education providers and employers across the globe.

*8864443708*

Further information

Algebra • Manipulation • Graphs

Space • Measure • Geometry • Trigonometry

Chemistry • Materials • States of matter • Chemical change • Periodic Table

Physics • Measurement and properties of matter • Forces and motion • Energy • Light • Sound • Magnetism • Electricity