What defines the British Vietnamese International School Ho Chi Minh City (BVIS)?

In today’s competitive academic climate, terms, buzzwords, and descriptions are frequently used with little consistency in meaning, making it a challenge to understand, let alone compare, schools in Ho Chi Minh City. But BVIS is truly different. BVIS is not a bilingual school. It is a truly international school that delivers a single, unified curriculum: the National Curriculum for England, enriched by a strong emphasis on Vietnamese language, culture, and values.

The 1 For Your Child's Global Success via BVIS YouTube.

One Curriculum: The British National System Enriched by Vietnamese Cultural Context

From Early Years through A Levels, students follow the English National Curriculum in full, ensuring rigorous academic development aligned with British standards. This consistent framework fosters critical thinking, independence, and confidence, while evolving teaching practices ensure learning remains dynamic and relevant.

In EYFS and Primary, a consistent teaching approach in English and Vietnamese ensures every child grows with confidence, knowledge, and identity.

What makes BVIS distinctive is how this British academic pathway is interwoven with Vietnamese language and culture, creating a learning environment where students thrive globally while remaining deeply connected to their national identity. From the earliest years, students are immersed in both English and Vietnamese. As their Vietnamese becomes firmly established, the proportion of English use increases — from around 50% in the early years, rising steadily through primary and secondary, and reaching approximately 93% in the Sixth Form.

Graduates earn internationally recognised IGCSEs and A Levels, opening doors to the world’s top universities. At the same time, they leave BVIS with a profound sense of cultural pride and understanding, ready to succeed either on the global stage or within Vietnam.

“If you value a consistent international curriculum that is delivered in both English and Vietnamese during the primary years — enabling students to build strong foundations in both languages and cultures — or if you're looking for a more specialised, subject-focused pre-university pathway through A Levels in secondary, then BVIS is for you,” BVIS Principal Dee Grimshaw succinctly explained.

BVIS offers a world-class international education while preserving and nurturing a deep connection to Vietnamese identity. The curriculum seamlessly integrates the nation’s intellectual heritage, arts, and inspirational role models. Moreover, school events and activities such as Vietnamese Teachers’ Day, Mid-Autumn Festival, and Tết, as well as numerous community service initiatives, all focus on cultivating respect, courtesy, and traditional values, helping students grow harmoniously within their families and communities.

International and Vietnamese-themed events are not only a means for deepening cultural experience, but also for having fun.

The impact of the Vietnamese cultural experiences at BVIS reverberates far beyond the classroom, shaping the character and mindset of every student. Children confidently access an international curriculum and engage in events globally, while remaining deeply grounded in family traditions, showing respect and warmth to grandparents and parents. In doing so, students come to understand that Vietnamese identity is not only a cherished foundation but also a source of strength that fuels their aspirations to reach the world.

One Child: Knowing and Treating Each Student as a Unique Individual

For students to achieve BVIS’s high expectations, each must be at the center of specialized learning journeys. There is a strong emphasis on well-being, alongside academic achievement, and a deeply committed community of educators and families who ensure students receive not just a great education, but the right education for them.

Within the large and state-of-the-art campus, passionate teachers from around the world cater to learning objectives and respond to the needs of each student. A plethora of extracurricular activities and student organizations across performing arts, athletics, and community outreach further help students identify and explore their unique interests. 

BVIS teachers bring extensive experience teaching the National Curriculum for England.

Recruited largely from the UK, BVIS’s teachers have the credentials and experience to engender trust alongside opportunities to further develop their abilities to encourage students to explore, think critically, and express themselves confidently. As part of the Nord Anglia group of schools, they receive subject-specific training from leading institutions like MIT, The Juilliard School, and King’s College London, and collaborate closely with sister-school BIS to exchange ideas and knowledge.

Extracurriculars and collaboration opportunities introduce students to the wider world.

“When students come to our school, academic rigour and individual progress is a given,” Grimshaw told Saigoneer. “However, this cannot be fully achieved without the care and attention to building positive student – teacher – parent relationships that we prioritise at BVIS. Our teaching and non-teaching staff really do make the difference, and our focus upon their own professional development and learning is something that has helped us stay ahead of the curve, both now and into the future.”

One World: Ability to Thrive Everywhere while Maintaining Sense of Self and Home 

Exceptional academic results are matched by confidence in and outside the classroom.

BVIS’s academic results and university placements speak for themselves, with alumni attending some of the top universities in the UK, US, Australia, and across Asia after scoring well above UK averages on the A-levels and IGCSEs.

More than just impressive test scores and placements, the school community emphasizes cultural intelligence, global awareness, and adaptability alongside empathy and integrity. The qualities of simply being a kind and considerate person are mirrored in the behavior of teachers and administrators, put forth in lessons and activities, and praised as an inherent element of the school’s identity. 

Fluency in both English and Vietnamese further the opportunities open to BVIS graduates, with many students progressing to universities abroad and returning to Vietnam to make positive contributions to their families, communities, and country. Being able to seamlessly and comfortably transition across borders and cultures while retaining their identity is essential for a healthy self-worth. Summing up her experiences at BVIS, recent graduate, Nhu Y, described herself as “grounded.”

Since its opening 15 years ago, BVIS graduates have gone on to remarkable achievements here and abroad without losing sight of where their journey began. As Grimshaw noted, “BVIS students know who they really are. They are in tune with their own identity, and no matter where they go or whatever they do, they are clear about where they come from. They tend to fit seamlessly into an overseas environment and equally back into their own culture and setting. Put simply, BVIS delivers the highest quality of education whilst allowing our alumni to truly understand their own identity within the wider world.”

BVIS graduates venture into the world with a strong connection to home.

Parents don’t want to choose between their children having deep-rooted cultural identities and the English fluency necessary to excel in international situations. Thankfully, both are possible. Through careful curriculum development and incorporation of best practices, dedicated teachers can foster holistic learning that balances learning the Vietnamese language and culture with English-based academic rigor. Saigon’s Việt Nam Tinh Hoa (VNTH) serves as a great example of how Vietnamese values, history, literature, and traditions can be preserved and celebrated alongside global academics that will open doors to exciting futures. 

What it Means to be a Truly Dual Language Program

Not all schools aiming to instill dual language education operate the same way. VNTH uses both English and Vietnamese across subjects while also teaching them as stand-alone subjects to ensure students are confident and capable in academic and everyday situations. In Grades 1 through 3, subjects such as math, science, and inquiry are conducted via a co-teacher model. Both languages are used in the classroom to introduce and reinforce ideas and concepts and because the teachers work together, there is no redundancy in the lessons. As students progress through the school, English use increases to align with the demands of the international-level secondary programs that many of the students will progress onto.

The value of developing a strong foundation of Vietnamese language and culture for students in Vietnam can occasionally be taken for granted by parents who only envision international universities and global adulthoods. John McEnhill, Head of Junior School explains why it is so crucial for a person to develop them: “Language shapes who we are, and culture helps us understand the world around us. By teaching Vietnamese language and culture, we help students build a strong sense of belonging, pride, and perspective. In today’s global world, these foundations give students emotional stability and a clear sense of values, so they can grow into successful global citizens who remain responsible and caring Vietnamese individuals.”

McEnhill also notes that when it comes to languages, focusing on two at the same time doesn’t mean sacrificing mastery in either. Rather, particularly at a young age, people can truly become fluent in both. Indeed, the science backs it up, as does McEnhill’s experience teaching for nine years at an international school in China with an identical language model. Many students there earned IB Diplomas in both their native language and English, proving its efficacy. 

Establishing a Sense of Vietnamese Identity Beyond Language

Speaking Vietnamese alone does not connect a person with their Vietnamese heritage. Rather, a deep understanding of shared values, traditions, arts, and histories is essential for developing awareness of and pride in one’s Vietnamese identity. Thus, VNTH integrates Vietnamese culture throughout its academic and extracurricular activities.

Placing lessons from across academic disciplines in a Vietnamese context is a straightforward way to connect the students with the nation while achieving learning goals. For example, during a Unit of Inquiry focused on the transdisciplinary theme How the World Works, Grade 3 students explore Earth’s geological features over time. Vietnamese folktales are presented to explain the origins of well-known natural landmarks to introduce rich cultural narratives and oral storytelling traditions alongside basic geography. Students then express their creativity by performing adaptations of the folk tales.

Creativity plays an important role at VNTH within and outside the classroom. In addition to instilling critical thinking, confidence, and social skills, it provides more opportunities to engage with societal elements unique to Vietnam. Students can join clubs and group activities focused on traditional music, Vietnamese folk dance, and calligraphy alongside international sports and artistic forms. Similarly, the entire extended school community celebrates important local festivals and holidays such as Tết and Mid-Autumn Festival, underscoring the immediacy of the surrounding Vietnamese culture. 

How Academics, Languages, and Extracurriculars Merge To Develop Students Holistically

While VNTH aims for graduates to be skilled and confident in both English and Vietnamese and have a strong sense of their cultural heritage, they also care about the overall people they become. Regardless of where their paths take them in life, the goal is to help them grow into kind, resilient, and thoughtful individuals who can think for themselves and make good choices. Such aims are supported by the school’s inquiry-based approach and focus on pastoral care, as well as its dual language model.

Explanations from McEnhill and the rest of the school leadership are great, but it’s important to hear what the students think. Minh Minh, a Grade 3 student, appreciates the diversity in lessons and activities that two languages and two classroom teachers ensure. Kohl, a Grade 4 student said that he appreciates how Inquiry class lets him learn about the subjects he is most interested in as well as Vietnamese history and culture. Meanwhile,Grade 5 student, Hoàng Linh, feels comfortable to grow and share and describes VNTH as “a second home.”

Students, teachers, and parents can all unite in their excitement for the school’s mission of a balanced education that values Vietnamese language and culture alongside English fluency, because of the school’s concerted efforts to instill it in all classrooms and activities. VNTH exemplifies how students can receive a truly international education without abandoning their Vietnamese roots. 

According to a 2018 study by the University of Salford in Manchester, carefully considered classroom environments can improve students’ academic progress by up to 16%. Researchers and educators alike have increasingly emphasized how well-planned physical spaces can spark curiosity, nurture creativity, and enhance engagement. In other words, a school’s architecture and interior layout aren’t merely aesthetic choices; they can and should be powerful catalysts for better educational outcomes. The Australian International School (AIS Saigon) recently took this global insight to heart, embarking on an ambitious renovation project to ensure its facilities serve as an active partner in the learning process.

The Environment as the “Third Teacher”

“The environment is the third teacher,” says Meryl Fossey, AIS’s new Deputy Kindergarten Principal, echoing the Reggio Emilia philosophy that shapes the design of AIS’s Early Learning School. In this approach, the first teacher is the student, the second is the classroom teacher, and the environment itself is the third. Central to Reggio Emilia is the idea that young children learn through the relationships they form – with peers, with adults, and with the world around them. As we stood in the brand-new piazza at AIS’s Thủ Thiêm campus, Fossey explained how every furnishing, color, and texture is carefully selected to foster respect, responsibility, and community through exploration, discovery, and play.

In Reggio Emilia-inspired settings, aesthetics and organization are not trivial; they’re integral to the learning process. Classrooms are inspiring, spacious, uncluttered, with no assigned seats, and can be rearranged easily to support small-group discussions, STEAM activities, and teacher-guided lessons. Keeping materials clearly visible and accessible empowers children in their learning paths, enabling them to grow with confidence.

As we walked through a warm and inviting classroom, Fossey pointed out details that support AIS’s emphasis on a premium, child-centered education. For instance, illuminated tables displayed student projects from a unit exploring how we express feelings. This particular classroom took its inspiration from the artwork of Matisse. “We should always have consistently high expectations of even our youngest learners,” Fossey said, highlighting how kindergarteners at AIS are introduced to the colorful work of the 19th-century French painter early on.

“We give students ceilings, not floors,” added Bridie Anderson, Deputy Primary Principal for AIS. Indeed, she and Fossey share the view that students at AIS thrive because the facilities, teachers, curriculum, and community come together to build solid foundations early on for high-level achievement in school and the world beyond.

More than a Pretty Campus

These new kindergarten upgrades are just one aspect of AIS’s comprehensive renovations. Over the summer, the school invested 10 million euros to completely revamp all the primary and kindergarten classrooms across its three campuses, while also establishing a new multi-purpose room, theatre, dance studio, science labs, sports field, and playground equipment. Secondary school classrooms are currently undergoing technology upgrades and other refinements, ensuring consistent improvements across all grade levels. The school also added new staff in classroom and leadership roles, further enhancing the specialized attention available for students.

One of the first things visitors might notice at AIS’s renovated spaces is the gentle color palette. Avoiding highly saturated, primary colors, the interiors favor soft hues that create a calm atmosphere. This way, the child’s own creative “traces of learning” — their artworks, projects, and displays — take center stage, rather than being overshadowed by bright wall paint. Equally important is the use of varied textures, which provide a welcoming, sensory environment that encourages children to explore materials, ask questions, and feel more connected to their surroundings. AIS’s Kindergarten is designed to operate semi-independently from the main school buildings, featuring its own piazza, multifunctional hall, administrative area, and play space.

Jon Standen, the school’s Executive Principal, stressed that AIS’s approach is rooted in one simple question: “How do we give the students we have the best education possible?” Standen, alongside many on AIS’s leadership team, has extensive experience at top institutions worldwide and leveraged that expertise to identify and implement the most impactful enhancements.

From the state-of-the-art turf field imported from New Zealand to the soothing colors chosen for kindergarten walls, each improvement was introduced with this very specific objective: how to provide the best educational experience possible

Being part of Inspired Education Group – a global network of 119 premium international schools across more than 20 countries – gave AIS both the financial muscle and the design guidance to shape these upgrades in line with the highest international standards. Inspired’s global design practices, which AIS follows, underscore that educational environments should be rich, well-organized, socio-constructivist spaces that evolve alongside the developmental stages of childhood and prepare students with the best academic foundations.

Designing What’s Right for AIS’ Students

“It’s so important that we’re always thinking about how we’re meeting the needs of the children we have, and that we meet our children at their level,” Anderson said as we passed through flexible breakout spaces located between the primary school classrooms. These cozy areas, perfect for small group work and self-study, were designed collaboratively by each grade level’s teachers. They’re also easily modifiable to suit new class dynamics year after year. “The teachers are the ones using these spaces every day,” Anderson continued, “so it was crucial for them to be involved in the design conversations.”

This personalized approach extends to curriculum and activities as well. Fossey explained how students learn in different ways and thrive when their strengths are recognized and cultivated. Whether through art, performance, technology, or writing, children can become passionate about inquiry-based learning when they’re free to explore it in ways that resonate with them.

Moving away from a traditional, top-down model of teaching means students take an active role in their own education. Particularly for younger learners, this often looks like playing. “We are a research-based environment so that children are researching their learning through play,” Fossey clarified. “Learning through play can be seen as just playing, but they’re really doing so much more than that.”

Families Invited to ‘Live the Learning’

To help parents appreciate these modern approaches — from play-based early education to more advanced curricula in upper grades — AIS has introduced Parents Academy. This series of workshops, onboarding programs, guest speaker events, and opportunities for parents to participate in lessons allows families to “live the learning,” as Anderson puts it. By experiencing a phonics class as if they were the students, for example, parents can understand firsthand why AIS approaches literacy (and other subjects) in particular ways.

Parents Academy is just one way the school hopes to connect families to their children’s education. The renovated spaces themselves invite parents in as well. For example, the kindergarten piazza on the Thủ Thiêm campus is open for parents at drop-off and pick-up, allowing them to speak with teachers or connect with other parents while also admiring the student artwork that fills the walls. For children, seeing their work displayed so prominently fosters pride and confidence, reinforcing the idea that they’re at the center of their own learning process.

Another invitation to parents is the upcoming Open Day on March 15. Families are welcome to tour the new facilities, meet the community, and see all the behind-the-scenes thought and care that fuel the school’s warm, purposeful design. As Fossey noted, “This is the sixth international school I've worked at in my career and I can easily say this is the friendliest community in terms of the staff and the children. It's just a genuinely nice place.”

By combining global best practices with a child-centric philosophy and investing in spaces that truly support inquisitive young minds, AIS shows that every inch of a classroom can be a dynamic tool for learning. For anyone wondering if school design can make a difference, a visit to Australian International School seems to offer a resounding — and beautifully renovated — yes.

What is a plurilingual education? Simply stated, it is one that teaches academic content in two or more languages rather than just teaching the languages as subjects in and of themselves. The structured environment thus fosters proficiency in these languages while simultaneously achieving learning goals for traditional subjects such as mathematics, science, history, and art.

But does plurilingual/bilingual education really have an impact, and if so, how? To answer these questions Saigoneer met with Olivier Guillet, Chief Academic Officer of Odyssey Education group, and Cyril Michel, the director of Saigon’s La Petite Ecole Ho Chi Minh which is a member of Odyssey Education group. The pair explained the science behind the approach and the practical cognitive, social, and psychological development benifits that they’ve observed first-hand at the school.

How Plurilingualism Impacts the Brain

“Early bilingual learners develop superior skills in attention control, problem-solving, and task switching due to the fact that they're managing multiple linguistic systems,” Olivier said before delving into the science that underpins the cognitive benefits of plurilingual education. He noted how learning two languages fosters awareness of language use and its importance which helps students intuitively grasp the structure and mechanics of language, allowing individuals who are bilingual from a young age to more easily pick up additional languages later in life. Moreover, because neuroplasticity, or the ability for the brain to reorganize and rewire its neural connections, is particularly strong at a young age, learning two languages is easier, which in turn creates denser gray matter in a brain’s language and cognitive regions that promotes lifelong flexibility for not just learning languages, but learning in general.

Olivier Guillet, Chief Academic Officer of Odyssey Education group (left) and Cyril Michel, Saigon’s La Petite Ecole Ho Chi Minh's Director (right).

In addition to enhancing cognitive development, plurilingual education can have profound impacts on a child’s psychological development as well. The most obvious may be cross-cultural confidence which furthers tolerance and global mindedness. Olivier said communicating with two or even three languages is “not just about using different words to describe similar realities, but it's actually entering different realities or seeing the world through a different lens.” This ability to take on numerous perspectives leads to greater respect and empathy for those around a person, as well as confidence and pride in one’s self and a sense of healthy identity.

Plurilingual educations and the environments they create can result in lifelong social skills as well. Students, such as those at La Petite Ecole, develop robust communication skills. Cyril noted that in unstructured moments such as recess, students “might interact in one language and jump to another… When playing they will use a language for one particular purpose and another language for something else.” This experience gives them the tools and confidence to flexibly integrate into a variety of conditions. To learn a language, one must practice it by communicating with others and in doing so, refine their appreciation for and ability to create social networks. This allows them to broaden their personal and professional circles later in life because they have a high competency in communicating with people across languages and backgrounds.

Plurilinguilism at La Petite Ecole

All of the benefits that Olivier discussed are more significant and easier the earlier a student begins plurilingual education. At La Petite Ecole this can begin for children 12-months-old and continues through 11 years old (5th Year - CM2). The school teaches the French national curriculum which mirrors that of French schools and Lycées français around the globe with all subjects taught in 50% English and 50% French. Extracurricular activities benefit from a diverse staff and student body so the languages are well represented during clubs, sports, performances, and social activities.

La Petite Ecole’s community represents over 25 nationalities with students coming from a wide range of backgrounds. Some students need language support when initially joining, which the school provides in accordance with its philosophy of offering unique and specific attention to all students and their particular situations. This is made possible because, at only 400 students, there is a high teacher-to-student ratio and an ability to individualize learning plans and school experiences. Similarly, the school publishes all material in French, English, and Vietnamese while all meetings and conferences make accommodations for speakers of each of these languages so families can be involved and also form relationships that span beyond the campus walls.

The Short and Long-Term Impact of Plurilingual Education

While the science certainly supports the value of plurilingual education from a young age, parents understandably have concerns. They worry that developing two languages at once will hinder broader development because it requires such a large input of information and young children can become confused. Olivier admitted he too once had this belief, but the research proved him wrong. “There is a delay for a certain phase, but eventually it fades away and leads to more profound and effective language development,” he noted while adding that studies have also confirmed that plurilingual education is appropriate for all learner profiles and not simply gifted students as some parents assume.

The blend of cognitive, social, and emotional development provided by the plurilingual education and strong academic foundation established by the school’s curriculum prepares students for a wide range of opportunities upon graduation. Cyril explains that some students go on to study at Saigon’s French High School Marguerite Duras while others attend other international schools or leave the country because of a parent’s job. Ultimately, he says they are prepared for wherever they’d like to go and learn in whatever language they would like; “it's a real family choice.” Regardless of where they end up after La Petite Ecole, the positive impacts of having learned two languages from a young age will continue to benefit them for the rest of their lives.

 Familes are invited to La Petite Ecole's upcoming Open Day on Saturday, February 15th. Registrer here.

“Our new branding is a more authentic reflection of who we are: rooted in Vietnam, yet drawing strength from NLCS (North London Collegiate School). While it may have been easier to remain as NLCS, our rebranding emphasizes that we’re evolving beyond a British school model to become something unique for this country. We are aiming to leave a tangible legacy for Vietnam,” explains Mr. John McEnhill, the newly appointed Head of Junior School at Vietnam Tinh Hoa (VNTH).

With more than 20 years of experience as a teacher and educational leader, including in international settings such as China and Peru, the UK-born and educated Mr. McEnhill is excited to arrive at VNTH during a time of change and progress. He plans to bring his background balancing academic rigor with pastoral care and an emphasis on student wellness and happiness to the school’s rebranding process.

Anyone driving by the District 3 school or following its online presence will have noticed a name change. Part of Mr. McEnhill’s task is to communicate precisely what this means. “Our chairperson and leadership believe in our mission and vision for the school, which inspired our renaming. We are not just an attempt to create a carbon copy of a school based in North London; we are supported by NLCS, which brings incredible benefits in academics, pastoral care, and enrichment—pillars we have kept.” he elaborated.

Mr. McEnhill emphasized that the many strengths and values imparted by NLCS’s 170-year academic legacy will remain in place, particularly the British curriculum framework that meets all the requirements of the National Curriculum for England and scaffolds up to the globally-renowned International Baccalaureate Diploma Program (IBDP). “The school’s boutique ethos, our impressive student-teacher ratios, and our outstanding dual-language program all are still here. We continue to have excellent staff retention, and the school’s core strengths and values are unwavering,” he says while also mentioning the wide-reaching extracurricular offerings that include visual and performing arts, athletics, and various clubs and groups that allow students to discover and follow their passions.

An integral part of VNTH is its dedication to Vietnamese culture, language, and history. As a school that prepares students to be fluent in dual languages, classes are taught in both Vietnamese and English by native speakers of those languages. Such an arrangement allows Vietnamese students to still be rooted in their home country and traditions while simultaneously being able to flourish in international settings beyond and after VNTH. These aims are made possible via cross-disciplinary learning and modern facilities that include high-quality science labs, digital design spaces, art rooms, and a range of sporting facilities nearby such as football fields, a gym, dance studios, and a martial arts studio.

A school’s name can only convey so much, and it's important to not just learn its specific details but see its community firsthand. To this point, Mr. McEnhill said: “I encourage parents to consider what they genuinely want for their children. Some families may prioritize a purely English-language, globalized education; if so, there are excellent options in HCMC. However, if you seek an academic environment where your child will be fluent in both English and Vietnamese, learning in a school deeply rooted in Vietnam but open to the world, then VNTH may be the right fit. I also suggest parents visit schools to see the relationships and culture firsthand rather than relying solely on promises of pastoral care. At Vietnam Tinh Hoa Supported by NLCS International, our community of students, teachers, and parents is something we are genuinely proud of.”

Success at the International School Ho Chi Minh City (ISHCMC) can be measured according to many metrics. From IB DP test scores well above the world average to impressive academic careers post-graduation and a strong reputation of sustainability and service, ISHCMC students achieve in a variety of ways. No singular aspect of the school can be credited with empowering this legacy of excellence, but one integral element is certainly the school’s thriving international community.

Celebrating its 31st birthday next month, ISHCMC has proven to be a world-class institution that embraces a culturally diverse group of families and teachers that currently represents more than 60 countries. Strengthened by their respective passions, traditions, experiences, and outlooks, they are united by a common purpose to inspire learning and well-being. 

ISHCMC proudly embraces a community of families and teachers from 60+ countries, excelling in classroom diversity and cultural mix.

It takes more than putting students with different passports in the same room to create an international community. ISHCMC takes an active role in establishing and nurturing the community to ensure it thrives. These efforts include hosting cultural and community events and a comprehensive calendar of parent workshops supported by their dedicated Vietnamese, Korean, and Japanese parent liaisons.

Parents of all backgrounds can feel overwhelmed when looking at their child’s daily schedule and annual benchmarks. The many acronyms, foreign terms, and emerging pedagogical concepts can make it difficult for parents to keep up, regardless of their mother tongue. ISHCMC thus schedules over 60 workshops per year for parents to better understand how best to support their children. These workshops, provided in several languages, help parents develop the type of close connection with the school needed to ensure their children get the most from their education.

Senior students in a group study session with their teacher.

Parents also have the opportunity to connect with the school community on a more personal level, developing new skills of their own and making long-lasting friendships in the thriving international community.  Rhino Academy is an adult enrichment program that offers classes such as volleyball, languages including Vietnamese and German, and even practical daily tasks like obtaining a legal motorbike license. In addition to giving adults a way to improve themselves, these classes are terrific opportunities for families to meet one another and form friendships that grow off campus.

Rhino Academy offers classes that promote growth and help families build friendships beyond campus.

For families that have recently arrived in Vietnam or don’t have a strong English foundation, perceived language and cultural barriers can be intimidating. But ISHCMC ensures that all families can take an active and comfortable role in their children’s pursuit of an international education while understanding school life and curriculum thanks to established parent liaison groups for Japanese, Korean, and Vietnamese families. In addition to helping translate workshops and interpret during teacher conferences, they serve as trusted cultural ambassadors who can help navigate complex situations. 

ISHCMC both celebrates its cultural diversity through colorful events such as the World Food Fest and Flag Parade, while also recognizing the importance of being unified under one ISHCMC community. For example, the recent Rhino Family Fun Night had games, art activities and even a special performance by Saigoneer-favorite Saigon Soul Revival, which brought the entire “Rhino” community together.

Various ISHCMC communities come together to celebrate unity and diversity at the annual Flag Parade ceremony.

The school also recognizes the importance of building a community beyond its school walls instilling Global Citizenship through partnerships with Anh Chi Em social enterprise and hosting external events for the wider community such as the upcoming Festive Bazaar.

The partnership with Anh Chi Em Social Enterprise aims to engage the ISHCMC community in projects that improve lives and enrich education.

Drawing guests from local and expatriate communities in Saigon, the November 30th Festive Bazaar will bring together an array of vendors, activity providers, and organizations to create a festive experience for families in the city that engages everyone with different cultures and traditions. Delicious local and international food will be served alongside seasonal treats from around the world while a festive market sells toys and gifts. Performances, games, and activities will abound including a scavenger hunt, family yoga, roller disco, arts and crafts, and a giant advent calendar raffle. A highlight will be the ISHCMC heritage exhibition, celebrating the school’s 31st birthday with video footage, photography, and memorabilia dating back to the 90s. The entire experience is a favorite time for current ISHCMC community members to enjoy each other’s company as well as a great introduction to newcomers interested in learning just how strong the community is. Get your free admission ticket here.

Students unable or unwilling to follow classroom instructions and lessons; children verbally or physically abusing teachers, classmates, and family members; young people experiencing depression and even suicidal thoughts: talk with almost any family in Saigon and they will have a troubling story they’ve heard or witnessed firsthand.

Deficiencies in available assessment and treatment infrastructure compound the behavioral, developmental, and emotional issues observed among the city’s children. Thankfully, there is hope.

"Behavioral, developmental, and emotional issues among Saigon children are more prevalent than many realize," says Dr. Orly Dafni Attia, a pediatrician and early childhood development specialist with over 25 years of experience who has been serving medical clinics in Hanoi and Saigon since 2009.

The first step in getting help is recognizing the issue and enlisting relevant experts. Raffles Medical Group, the esteemed Singaporean healthcare provider that has operated in Vietnam since 1990, and its team of experienced professionals, including Dr. Orly, are just a call away. Unfortunately, several barriers frequently impede this first step. Dr. Orly notes that families and teachers may hesitate to act due to cultural norms or a lack of awareness about early signs to look for. Even if someone does recognize behavioral, developmental, or emotional issues needing expert intervention, evidence-based diagnosis and assessment might occur later than it should, or not at all. "Early and accurate diagnosis by a qualified professional is crucial," emphasizes Dr. Orly.

Dr. Orly Dafni Attia.

Dr. Orly collaborates with a team of skilled professionals at Raffles Medical along with external specialists trained to deliver comprehensive solutions using a team-based, end-to-end service delivery approach. This approach involves assessing client needs, providing direct interventions, as well as offering training and support for family members, home-based caregivers, teachers, and other professionals.

The first step for Dr. Orly is to conduct a formal and thorough evaluation. She spends time with the child and converses with their family and, when required, the educational institutions and teachers involved in the child's learning environment. As a Pediatric and Developmental Specialist, she has extensive experience in providing a detailed assessment of a child’s social, emotional, behavioral, and learning milestones and determining the necessary next steps.

In many cases, Dr. Orly designs and implements an appropriate personalized treatment plan. For medical issues, including illnesses and genetic syndromes, many treatments can be administered without leaving the city. Every course of action involves full transparency and collaboration with the families. Dr. Orly also encourages obtaining a second opinion and asking questions to ensure every family is confident and comfortable with the treatment plan.

While Saigon’s medical care has improved significantly in recent decades, there are still many areas where it lags behind international best practices. Dr. Orly explains that in countries with advanced systems of support, she would implement treatment plans with a team that might include a psychologist, psychiatrist, behaviorist, speech therapist, occupational therapist, and/or physiotherapist, as well as specialized schools to collaborate with. This is not the case in Vietnam, so in response, Raffles Medical has developed a network of proven and trusted, internationally trained, and experienced professionals representing these fields. If Dr. Orly recognizes a case beyond her scope of expertise, such as suspected Autism Spectrum Disorder (ASD), she reaches out to one of these specialists as part of a team-based approach. She cautions that because an increasing number of professionals claim to offer comprehensive services in this specialized field, it is essential for those seeking help to carefully verify the provider's experience and training. A key strength of Raffles Medical is its meticulously vetted network of well-trained professionals, with whom they have established proven and trusted, long-term partnerships.

Among Dr. Orly's many trusted contacts are Learning Strategies (LS), the International Center for Cognitive Development (ICCD), international schools' dedicated speech and occupational therapists, as well as Raffles Medical’s in-house psychologists and psychiatrists, and its strategic partner, The American International Hospital (AIH), known for providing comprehensive healthcare services. In Q4 of 2023, Raffles Medical Group entered into a strategic partnership and management agreement with the American International Hospital (AIH) in District 2 to further these efforts. 

For over 10 years, Raffles Medical has worked with Learning Strategies, an educational support organization which primarily supports individuals with autism, as well as those dealing with ADHD, addictions, depression, and eating disorders. Tony Louw, the Managing Director, describes the process when they assess a child suspected of being on the autism spectrum, whether the referral comes from a medical institution like Raffles Medical, a family, or a school.

“We personally meet with everyone who comes to the center, and during our initial meeting, the team interacts with the child to undertake an initial assessment of their needs and the child’s environmental situation and context. We examine key developmental areas, such as language skills, play skills, and social skills,” Tony explains. Following this, a thorough discussion is conducted with the parents in the family's native language to gather details about the child's progress at home and in school, and a complete history of the child's development at home and school. Based on this information, an individualized treatment plan is developed, which includes recommendations and measurable goals. A team of Learning Strategies therapists and a case manager are then assigned to implement the plan.

“Everything we do is play-based,” Tony says. “It’s designed to be enjoyable and motivating for the child, making sure they fully benefit from and enjoy their therapy.” He advises that if a child does not connect with their therapist, it's important to find a better fit. The program should feature clear, measurable objectives accessible to parents. Family involvement is crucial, and parents should be actively engaged, with opportunities to ask questions, including direct observation of the therapy sessions.

The relationship between Raffles Medical and its collaboration partners, such as Learning Strategies, is a two-way exchange. “Dr. Orly and I have been working together for many years, so we have developed a mutual understanding,” Tony explains. He elaborates that he often encounters patients who need expertise beyond his scope. For instance, if he suspects a medical or genetic issue underlying a developmental condition, he will refer them to qualified physicians such as Raffles Medical for specialized care.

A similar arrangement exists with other partners, including the International Center for Cognitive Development (ICCD). The center’s managing director, Dr. Azreal Jeffrey, a psychologist and education specialist from the United States, has collaborated with Dr. Orly for nearly a decade. “We have each other on speed dial,” he notes, highlighting their close partnership where they frequently co-manage a child’s treatment. They maintain constant communication to update each other on decisions and patient progress. Dr. Jeffrey points out that under-qualified physicians in Vietnam often over-medicate. To counteract this, he refers patients with emotional and behavioral disorders to Dr. Orly to ensure accurate medical diagnosis and responsible, effective prescriptions. “I’ve worked with many developmental pediatricians, and Dr. Orly is probably the best I know in any country, period,” he asserts. 

Dr. Jeffrey attributes his trust in Dr. Orly to her extensive experience, natural empathy, and cultural competency. Unlike in America, where a doctorate in psychology requires ten years of higher education, Vietnam licenses psychologists after only three years of undergraduate study. Thus, ICCD recruits professionals from abroad to ensure proper qualifications, which introduces challenges related to cultural competency. “You have to be able to work with the 140 different nationalities that we see, and each one has its own expectations,” Dr. Jeffrey explains. This cultural adaptability can complicate staffing since not all skilled professionals can adjust to the cultural aspects of work and life in Vietnam. Consequently, assessing cultural fit becomes part of the hiring process, and two-year contracts help provide consistency for patients, which is crucial for the child-psychologist relationship.

In addition to advising parents seeking help for a child with behavioral, developmental, and emotional issues to consider qualifications and reputation, Dr. Jeffry emphasizes the importance of following scientific principles. “For instance, a speech and language pathologist should meet with a student once a week and give homework. If they claim to need 15 to 20 hours a week, be very suspicious,” he warns. Frequent, long sessions indicate the professional might not be adhering to scientific standards and could be prioritizing billable hours over effective treatment.

While cost is a concern, Dr. Jeffrey warns against assuming more expensive care is better. Parents often want to spare no expense, which can lead to unnecessary or harmful services and treatments. “We’re about one-third the cost of Singapore and half the cost to Thailand,” he mentions, adding that families who leave ICCD for more expensive options in Vietnam often return, recognizing ICCD’s superior treatment effectiveness. He advises parents to prioritize a clinic’s reputation, qualifications, and willingness to involve families in the treatment process over cost when choosing care for their children.

Dr. Jeffrey also emphasizes the importance of parental involvement in the treatment program. He firmly believes that without the active participation of parents, the treatment’s effectiveness is significantly compromised. Consequently, he will not accept a child into his program unless the parents are fully committed to being involved. Moreover, Dr. Jeffrey insists on a single-provider approach for consistency and accuracy. “It takes the parents' cooperation and if they refuse to cooperate, then I say ‘I'm sorry that we can't take the case.’ And if they’re [currently] seeing someone who is detrimental to them and they want to see us at the same time, I tell them that they should pick the person that they're the most comfortable with and stick with them because they don't want to give mixed signals to the child.”

Any concerns regarding a child's health and development can be deeply troubling for parents. Early assessment and intervention with experienced professionals are crucial. When issues are identified and addressed promptly, the child has a better chance of catching up to their peers, while the family can develop strategies to support their continued success in mainstream school, independent living, and a fulfilling life. It’s important not only to seek help early but also to ensure that the right resources are used. Raffles Medical, with its extensive network of experts and collaborators, offers a beacon of hope for families in Saigon.

"Having Co-Heads of School provides several opportunities for EIS. Firstly, we can harness the power of collaborative leadership by leveraging our different strengths, experiences, and perspectives to enhance decision-making and problem-solving. This model can foster innovative solutions and new approaches to school management and education, increasing the availability and accessibility of school leadership to the community,” explained Ben Armstrong, the recently-announced Co-Head of European International School (EIS). He will be working alongside Jo Roberts, a long-tenured EIS team member who will also serve as Co-Head of School. 

Jo Roberts (left) and Ben Armstrong (right).

Saigoneer sat down with the pair earlier this month to learn more about the leadership structure and how they will work together to maintain the school’s unique educational village while nurturing growth and new ideas. “Community is the glue of EIS and being a leader doesn’t mean you do everything; it means you surround yourself with and support those who can do certain things better than you can,” Jo shared.

Introducing Ben Armstrong

After 17 years in secondary education, including eight as a principal, Ben is excited to embrace the opportunity of being a Co-Head of School and Head of Middle and High. EIS’s sense of community and involved parents make it a particularly appealing school to be a part of. Ben has observed that keeping students and families closely connected to a school and each other becomes more difficult the older they become because they grow more independent with new opportunities available to them off-campus. One of his main goals as Head of Middle and High School will be to keep students active and engaged, which begins with students who are excited to come to school every day. When we spoke, he had just finished a coffee meeting with families whose children are transitioning into middle school and the feedback he got was overwhelmingly positive. “To hear them say ‘My child is happy at school.’ That's everything.”

How Jo Roberts Contributes to EIS’s Enduring Legacy

Jo’s experience and longstanding devotion are central to the school’s growth. “I've been an integral part of the school’s growth, and it's part of me as well. It's a family that's ever-changing and ever-evolving,” she said.  

After starting at EIS more than 10 years ago as a teacher, she moved on to Head of Early Years, then to Head of Early and Primary Years, to Deputy Head of School, and last year, Acting Head of School. Such investment has given her a comprehensive knowledge of what makes the school so successful and allowed her to grow alongside not only the school but also the families. She noted with pride how some of the current Middle and High School students began their educational journey in her classroom.

Nurturing an Educational Village

During Jo’s time at EIS, the school has more than doubled in size. One thing she is most proud of is that its unique educational village atmosphere has remained during its growth. “Several years ago, the community was quite worried that as we got bigger we'd lose that sense of community and belonging. And so, we've worked very hard to maintain it and make it even better,” she said.

While the word European in the school’s name nods to the diverse backgrounds of its staff, its legacy as a German school, and its wide offerings of foreign languages that include French, German, and Spanish, what differentiates EIS most is its educational village vibe. The special atmosphere is established, in part, by the campus’s collection of inviting villas connected by natural pathways. EIS embraces close connections between families, students, and teachers, exemplified by committed parent groups that volunteer to organize events and charitable undertakings. One result of this is students, staff, and parents who are proud to wear the school’s iconic orange outside the campus.

Facility Upgrades that Bridge to the Future

The new leadership arrangement comes at an exciting time as EIS continues to grow and expand to meet enrollments and changes in the city’s educational landscape. Recent upgrades include a new International Baccalaureate Centre and a complete modernization of the early learning classrooms, which has delighted teachers, students and parents alike. Jo emphasized that creating an engaging environment for teachers and students is vital to fostering positive energy on campus.

Additional improvements include a new roof and turf for the sports field as well as break-out spaces for independent and collaborative learning. Parents will also notice a new pick-up/drop-off area within the school’s gates that underscores the school’s commitment to safety and allows opportunities for teachers and parents to interact at the start and end of each day.

Over the next academic year, Jo and Ben will refine how they can best approach shared leadership tasks such as budgeting, staffing, event planning, and sustainable growth and expansion. Leading with their strengths, they plan to explore new technologies, innovations and collaborations while ensuring that the school’s educational village atmosphere remains at the heart of any future planning. 

The International Baccalaureate Diploma Program (IBDP) readies students aged 16 to 19 for the world’s top universities and a fulfilling, successful future.

The curriculum provides graduates with an incredible breadth and depth of knowledge in addition to strong emotional, ethical, physical and intellectual health. The Swiss program established in the 1960s emphasizes the pursuit of passions and balances a service component with mastery of traditional subjects. 

The IBDP is also an important metric by which international universities make admission decisions. Simply, if students score well on it, they have a great chance to get into the university of their dreams anywhere in the world. This is clear if we look at a school like North London Collegiate School (NLCS) Jeju. In 2020, the average IBDP score at the Korean school ranked in the top 25 worldwide and number one in Korea, resulting in 10 graduating students attending Oxbridge and 12 matriculating to an Ivy League university. The scores and placements are similarly impressive for the original NLCS in the UK which as well as NLCS Dubai and NLCS Singapore, which recently joined a family boasting a heritage of 175 years from the UK .

Preparing for the IBDP from a Young Age in Saigon

NLCS Ho Chi Minh City (NLCS HCMC) was founded in 2022 as a co-educational junior school for students aged 6 to 11 years old. Each passing year adds another grade level to the school, with students eventually enrolling in the IBDP at age 16. But the preparations begin the moment they step onto the beautiful District 3 campus.

Along with the Exceptional Pastoral Care and Enrichment Programme, one of the main pillars of NLCS HCMC is Exceptional Education. NLCS HCMC teaches the British national curriculum alongside the Vietnamese MOET curriculum according to the IB primary years program (IB PYP). This framework of inquiry encourages student creativity to drive their education. While exploring traditional subjects as well as arts and athletics, the framework emphasizes critical thinking, collaboration, self-motivation, and passion. The PYP instills global-mindedness while showing students how to apply theoretical knowledge to real-world problems and situations.

A Global Education with Vietnamese Roots

NLCS HCMC collaborates intimately with the entire NLCS family of schools in a variety of ways to provide students with global outlooks and experiences. All staff hold internationally recognized teaching qualifications and are selected and trained by the NLCS UK.

Representatives from the NLCS international team make frequent visits to Vietnam to ensure that everything from academics to policies to health and safety adheres to the group’s rigorous standards that have been refined over 175 years in the UK. Moreover, the British curriculum is the world’s most taught curriculum and prides itself on its ability to meet the individual needs of all students.

While NLCS HCMC enjoys the advantages of this global perspective, it carefully integrates important Vietnamese elements. Most notably, it gives equal attention to English and Vietnamese languages with content taught in both so students develop full bilingual social and academic abilities. By following all Ministry of Education requirements, NLCS HCMC makes it easy for students to integrate with other local institutions and gain the same cultural and scholastic knowledge as their peers at Vietnamese schools.

Who are IB Learners?

The IB PYP framework that empowers NLCS HCMC to teach the global and Vietnamese curriculums and adhere to the core pillar of Academic Excellence will lead to students that can be defined according to the IB Learner Profile. They will be inquirers who view the world as a series of questions with means to answer. They will be knowledgeable about themselves and the world around them with the ability to share this knowledge in English and Vietnamese. A sense of right and wrong that guides them when they are alone means they will be principled individuals. With carefully nurtured confidence and courage they will be open-minded risk takers. These traits will not show up on a test, even one as respected as the IBDP exams, but when you meet a person with these qualities, you certainly will know.  

Saigon parents may think their young child’s university career is far off in the future. But it's never too early to start thinking ahead, particularly when a strong education that puts students on the path to the IBDP program is available. For students aged 6-11, NLCS HCMC can be a pivotal first step in a long educational journey filled with knowledge, compassion and the ability to help their communities and themselves. 

“We want our students to grow up be really good leaders with a moral compass and purpose for the future. Service learning is a great way of helping them to develop these key attitudes and skills,” explains Australian International School (AIS) Executive Principal, Jon Standen.

An Emphasis on Holistic Education

On May 24, AIS will hold an Open Day for prospective families that includes an education forum titled: “Educating the Whole Child: Embracing Service Learning for a Brighter Future.” Saigoneer sat down with Jon to understand this topic better.

While achieving great exam scores and going on to a good university is important, a holistic education also aims to develop young adults to be well-rounded, self-motivated problem solvers who can lead with passion and empathy. Donating one’s time, skills and energy to those in need is an important element of holistic education. This service learning, along with regular coursework, arts and athletics empowers AIS students to grow emotionally and intellectually. The dedicated AIS team strives to ensure that graduates are able and interested in contributing to positive change in the world. “They develop their character and skills so when they graduate and leave the school they're set up for whatever challenges life brings,” Standon says.

Service Learning in Practice

“A key part of holistic education is service education; particularly in schools like ours where our students are quite privileged …  We want to ensure that they are well-rounded and grounded,” Standon says. Many formal and informal service opportunities are available for AIS students to help make this possible. For example, all Year Six students spend a week exploring a global or local issue and working together to find and present solutions as part of the Primary Years Program that prepares for the International Baccalaureate Degree Program (IBDP), which involves a comprehensive service element. 

AIS students are also closely involved with a local orphanage and can visit to help the children read or assist with painting, for example. This emphasis on service learning results in an easy-to-recognize mindset and outlook on the world. Standon notes that on the recent long holiday, a group of students were out of the city on a vacation and noticed the area was filled with trash. They proceeded to clean it up simply because it was the right thing to do and made their community a better place.

The upcoming Open Day forum will provide attendees with more examples of service learning and allow the senior leadership to expand upon its importance as part of a balanced, holistic education. The event will also allow parents to imagine the type of young adults their children may develop into because it’s being moderated by the school’s Head Boy and Head Girl. These two students have excelled not just academically but as leaders and community members. The careful questions they ask and the experiences they share will showcase the type of smart, kind and inquisitive graduates AIS is proud to send into the world. 

Upcoming Campus Enhancements to Support Holistic Education

In addition to service learning and a broad introduction to AIS’s educational philosophy, practices and standards, the school’s facilities will be on display for prospective families. Over the years, Saigoneer has observed many impressive developments to the Thủ Thiêm campus, including the introduction of boarding options, a new IBDP lab, redesigned reception, and updated sports facilities. But never one to rest on its accomplishments, new changes are underway at AIS.

As a member of the global Inspired Network of Schools, AIS benefits from powerful cross-cultural exchanges, partnerships, activities and training. The membership also helps facilitate campus improvements. This summer, the AIS’s two early-year campuses in Thảo Điền and its primary classrooms at the main campus in Thủ Thiêm which includes the secondary school will all be upgraded. State-of-the-art classroom facilities and science laboratories in addition to enhanced art and drama facilities, sports fields and playgrounds are all part of the ambitious plans that will be mostly complete when classes resume in fall 2024. These later elements reveal AIS’s belief that student development outside traditional coursework is essential for a balanced education.

The upcoming Open Day on May 24 is the first to include a forum discussion and also the first to be held on a weekday morning when school is in session. While potentially facilitating families with schedules that didn’t allow for them to come on weekends, it will showcase the school’s values, routines and Australian “give it a go” attitude. Observing classes, students engaged in arts, athletics and play as well as noticing how the staff supports and encourages leadership and strong community is the best way for families to envision what their child’s future can look like.

Register for the May 24 Open Morning here. Attendees will also have opportunities to learn about the 100% scholarships available for students from grade 7 to grade 12 and tuition fees waiving up to VND 16.3 million VND. Application fees are waived for those in attendance. 

A World-class IB Family of schools with 175 years of exceptional education in the UK, Korea, Dubai, Singapore, and Vietnam invites families to join. 

North London Collegiate School Ho Chi Minh City (NLCS HCMC) provides students with a high standard of international education that fosters academic excellence and global perspectives. 

Introducing NLCS HCMC

A member of the esteemed North London Collegiate family of schools, NLCS HCMC offers a prestigious international curriculum based on the IB PYP framework and the British National Curriculum with an inclusion of the Vietnamese language and educational requirements. The school’s highly trained teachers are carefully selected from around the world by NLCS UK who then train them to understand NLCS’s core values, principles and curriculum. Representatives from the UK frequently evaluate the team during inspection trips to ensure they are meeting the high standards set during 175 years of educational excellence.  

In addition to the rigorous international curriculum, NLCS HCMC prides itself on fostering a creative learning environment. Dedicated learning studios filled with state-of-the-art equipment for music, art, drama and science are utilized to their full potential by the faculty who are passionate in the belief that creativity is a core element of lifelong learning.  

NLCS HCMC embraces the core academic tradition and principles of the UK institution while adding elements of local Vietnamese culture and a broader international curriculum. Along with the national educational requirements put forth by the Ministry of Education, the school serves as a steward for Vietnamese identity via a dual-language immersion program and a focus on curating academic Vietnamese fluency with an appreciation for local history. Upon its opening, the Current Head of Junior School, Gemma McCarron explained: “We are excited to have established a school that integrates the best of Vietnamese and international educational programs, for Vietnamese families. 

An Education Philosophy Based on Three Pillars

Gemma notes that all NLCS schools share three pillars that support the education’s ethos: Excellent Academic Education, Pastoral Care and Enrichment Programme. Together they form the core identity of NLCS HCMC as seen in all aspects of the school, its staff and its students.  

The dedicated teachers are committed to ambitious standards of academic excellence that can only be achieved by students who are passionate about knowledge and the pursuit of new ideas and understandings. By developing lifelong learners, NLCS can achieve its lofty aims as measured by formal and informal metrics. This academic rigor is balanced by genuine care for each student’s physical, emotional and mental well-being. When they feel safe, supported and challenged, children can truly thrive. Finally, a wide range of academic and fun activities allow students to discover and explore their passions. 

Outstanding IB Outcomes

Amongst its many accolades throughout the years, NLCS’s International Baccalaureate (IB) Program has thrived. Considered a gold standard for university preparedness, the qualification helps students gain entry to their preferred universities around the world and continue on to bright futures. For many years, NLCS has been amongst the UK’s highest-ranked IB schools consistently scoring in the top 5% globally for its average test scores.  

In addition to the curriculum elements designed and honed by the founding British school, NLCS HCMC benefits from its relationship with the UK via the hiring and support of its educators. All teachers at the Vietnam school were selected by NLCS’s international team and invited for training in the UK. The global team is involved after start-up to provide ongoing educational and operational support via monitoring, inspecting, recruitment and cross-cultural exchange of ideas and collaboration.  

The teachers selected demonstrate profound interest in their fields of expertise as well as inspiring young learners. They aim to instill the same passion that makes them interested in their subjects to all NLCS HCMC students. In doing so, they provide ideal models of lifelong learners and inquisitive, critical-thinking individuals as described in the IB Learner Profile. 

The Difference made by the Talent Identification Programme

Currently enrolling students aged 6 - 11, NLCS HCMC will grow organically to accept primary through high school students. In addition to the inclusion of Vietnamese language instruction, the school differentiates itself in the city via the cultivation of creative expression. Particularly, NLCS HCMC is founded in collaboration with the local Embassy Education group. Through its partnerships with the Soul Music & Performing Arts Academy (SMPAA), Vietnam Contemporary Visual Arts Academy (VCVAA) and Vietnam International Institute of Sports (VIIS), students have opportunities to explore art, music, performing arts, drama and athletics as part of the Talent Identification Programme.

These are on top of enrichment classes that include Touch Typing, Coding, Book Club, Stop-Motion Animation, MultiSkills (Sport), STEAM Lab, Visual Arts, Drama and many other activities. These sessions all help develop students inspired to think beyond the classroom to strengthen students’ skills at an early age, encourage them to follow their passions, take risks and develop empathy. 

An Exceptional Heritage of 175 Years from the UK

In 1850, Frances Mary Buss founded the North London Collegiate School (NLCS) in Great Britain. Since then, it has been a top independent school for girls aged 4 - 18, with an emphasis on providing independent-minded young adults with the academic skills and character to meet any challenge or opportunity they encounter.  

NLCS has expanded over the years in terms of campus size and facilities as well as teaching methods to incorporate emerging pedagogical ideas and technological breakthroughs. In 2009, the institution took the first steps in establishing a Family of International Schools that share a set of aims and values and make the premier British educational experience available for students around the world. In 2011, the first NLCS global school was opened on the fabled Jeju island in South Korea, followed by branches in Dubai and Singapore. In 2022, North London Collegiate School Ho Chi Minh City (NLCS HCMC) became the fourth addition to the NLCS Family of Schools. 

A True British School in the Heart of Saigon

NLCS HCMC’s close relationship with the proven record and rich history of the British school, its commitment to arts education along with the Vietnamese language, and its location in District 3 help distinguish itself in Saigon’s crowded academic landscape. Further establishing its own identity are attractive tuition packages and a wide range of available scholarships that make the school more affordable than one might expect.  

Saigon families have many options for where to spend their children for school. They need not choose between an esteemed international curriculum underpinned by a century and a half of British experience and fluency in local traditions and language, however. NLCS HCMC provides both along with a dedication to arts at competitive prices.  

While curriculums have evolved and learning philosophies have progressed, the biggest changes in education in recent decades involve technology.

 Parents who handwrote essays and used library card catalogs to perform research are now sending their children to schools supplied with computers and tablets that grant access to artificial intelligence (AI) alongside the limitless powers of the World Wide Web. Schools today must decide how best to harness the great potential offered by these technologies while mitigating inherent dangers.

Australian International School Saigon can attest to the importance of embracing technology in the classroom where it enhances and accelerates learning. The school has taken measures to provide students with state-of-the-art facilities and technology. Last year, this included the construction of their auditorium’s state-of-the-art LED display and sound system, and new purpose-built Media Centre that allows students to experience technology in their lessons via devices for Computer Science; keyboards and programs for Music Technology and 3-D printers for Design Technology and Visual Art.

With an Open Day approaching on March 23, it is the perfect time for parents and families to learn more about the ways technology are enhancing learning at AIS.

Artificial Intelligence’s Wide-Reaching Impact

AIS Saigon’s Secondary Principal, Ben Armstrong, recognizes the potential for AI to disrupt every sector of society, and education is no exception. When used wisely, AI can help personalize and enrich the learning experience of students. For example, it can make creating material specific to individual learner profiles and needs much easier. He explained, “We use Century AI software to individualize student learning in Math, Science and English… the AI software tailors the difficulty of questions based on the students' understanding of previous tasks completed.” AI’s capacity to quickly adjust and adapt lessons also makes it easier for teachers to tailor material for individual student's needs, “so every student in a class is stretched to the upper limits of their capabilities,” he says.

Children learn in unique ways, and instead of a ‘one size fits all approach,’ Generative AI helps teachers better support students with different learning styles. Whisper, for example, is an app that allows students to turn speech to text and thus plays to student strengths. Meanwhile, chatGPT supports the initial stages of research and streamlines holistic, inquiry-based learning methods.

Familiar Technologies Flourish

While AI may be the newest and most exciting technology empowering student learning at AIS, there are many other more familiar devices and programs maximizing learning potential as well. Because AIS is a Microsoft school, students become familiar with programs such as Word, PowerPoint and Excel. This helps them prepare for post-graduation experiences, as the programs are standard in universities and workplaces around the world.

Technology also plays an important role at AIS beyond the classroom. As previously mentioned, the new, robustly-equipped Media Centre allows members of arts and music clubs to cultivate creativity while experiencing the digital tools that musicians, painters, dancers and designers rely on in the real world. Meanwhile, the school has been able to introduce and grow technology-dependent extracurriculars such as a coding club, STEAM activities and Robofox Science experiments.

Safe Use of Technology and Parental Involvement

Alongside the many benefits of technology in classrooms exist some risks. From cyberbullying, to easy access to mature material, to difficulties discerning fact from fiction, irresponsible internet and program use can cause significant harm. Thus, AIS invited Jonathan Taylor, a global expert on online safety, to lead multi-day workshops for parents, students and staff to educate them about responsible internet activity and introduce important guidelines and behavior. Taylor’s regular pastoral lessons focus on digital footprints and remaining safe online.

Many parents are concerned about the total time their children spend behind a screen, especially as schools increasingly adopt technology. Recognizing the importance of time offline to develop interpersonal relationships and healthy connections with reality, AIS “ensures that some classes are ‘tech-free zones’ so that students are still practicing their handwriting, and the soft skills that are so important to their development, such as teamwork, communication and reading non-verbal cues in conversation,” Amstrong explains.

Parents are involved in discussions about online safety so they can help promote responsible technology use at home. They also benefit from technology’s ability to connect them to the school and their children’s education. For example, Primary School teachers use SeeSaw to post text, photos and videos of the day's activities to share with families. Extracurricular activities, such as the recent AISA Games are also streamed online so family members around the world can watch. Such communication allows parents to have a more active role in their children’s day and better visibility of their learning progress.

The Future on Display at Australian International School

Technology is certain to play an increasingly important role in the years to come, and so it is important to learn how to use the programs and devices available now, as well as how to adapt to the ones that will soon arrive. Amstrong says AIS does this “by fully embracing new technologies and implementing them into our daily routines.”

The best way to witness this embrace and implementation at AIS is to join the Open Day on March 23 at 9am. Parents and prospective students will have opportunities to experience the new Media Centre in action as well as observe students completing experimental work, making use of data collection technology in the science lab, musical performances that rely on new technologies, as well as ask questions of the leadership team. The day promises a glimpse into the future of technology in education and how each child can benefit from it.

Attendees to AIS Saigon’s Open Day on March 23 will have opportunities to learn about the 100% scholarships available for students from grade 7 to grade 11 and discounts of up to VND 16,300,000. Application fees are waived for those in attendance. Register here.

For Saigon parents, finding the right school for their children is an important and simultaneously daunting task. The undertaking can be particularly challenging for expats and mixed couples who must balance different backgrounds and perspectives. Each child is unique and finding an environment for him or her to flourish in often requires numerous school visits, online research and predictive thinking.

Given these complexities, it’s easy for parents to feel overwhelmed, especially when there are no guarantees that a selected school will end up being the ideal choice. Perhaps the exercise is best approached by identifying what key aspects parents see as vital to their child’s development, from school culture, curriculum, taught languages, and shared values to more practical issues of location and price which are often determining factors.

For parents looking for a school that reflects a balance of commitment to excellence and affordability, La Petite Ecole Ho Chi Minh City may be a good place to start their search as it shares the curriculum attributes of an international school but is priced well within the range of Saigon’s bi-lingual schools. La Petite Ecole is ideal for developing an international mindset that values critical thinking; bilingual English and French education; preparation for further studies in Vietnam or globally; strong community bonds and communication in an inclusive and collaborative environment; and international bi-lingual school value at a Vietnamese bi-lingual school price.

An international mindset that values critical thinking

La Petite Ecole teaches the French national curriculum from kindergarten to primary, which mirrors that of French schools and Lycées français around the globe. For French nationals, this is an important characteristic given that many would like to foster a connection between their children who are growing up abroad and their motherland. Those who have no French educational background may find that the focus on values such as history, culture and human rights with a methodological stress on critical thinking and creativity matches those of their family.

Bilingual English and French education

While half of La Petite Ecole’s classes are taught in French, the other half are taught in English which provides students with the tools to master both languages. Therefore, when they reach the end of their journey after 5th Year (CM2), graduates can seamlessly transition to other French Schools or English-speaking international schools in Saigon or elsewhere.

The linguistic emphasis reflects the student body demographics (50% French, 28% Vietnamese, and the rest a mix of 25 other nationalities) and the international teaching staff who are an even split of native French and English speakers.

Preparation for further studies

Upon graduation from La Petite Ecole, CM2 students can continue the French-inspired curriculum and French-language instruction thanks to the direct connection to French Lycée Marguerite Duras in Saigon. Additionally, many students find their next home at one of the city’s English-language international schools for which they will be well prepared.

For parents who plan to move outside Vietnam in the future, these are important considerations as they can be confident that their children will be able to adjust to a new school. Students will also have priority access to other institutions run by La Petite Ecole’s mother company, Odyssey Education, which has 12 other schools worldwide – ranging from Singapore and Morocco to Rome and Thailand – and is run by a group of former educators. The educator-led management team means that the group emphasizes both teacher training and building community within their schools.

Strong community bonds and communication in an inclusive and collaborative environment

At La Petite Ecole, this dedication to establishing a strong sense of community involves nurturing a healthy ecosystem for students, parents and staff built upon strong communication between the school and parents. All messaging is sent in French, English and Vietnamese with regular sessions held between the school administration and parents to address timely issues and inform of new opportunities, such as additional Vietnamese language activities.

La Petite Ecole’s admissions department carefully works with prospective parents and students to ensure their values align; and that the school’s education philosophies are clearly communicated to prospective pupils. Ultimately, the school’s top priority is the well-being of students and helping them find a place where they can thrive and La Petite Ecole does its best to ensure that can happen via constant communication between teachers and parents. Because all families, students and staff share the same goals and understanding of the best paths to reach them, La Petite Ecole enjoys a constructive, supportive and nurturing environment.

International bi-lingual school value at a Vietnamese bi-lingual school price

For many families, price is a major consideration. La Petite Ecole is unique in that it offers many of the educational standards found at the city’s international and bi-lingual international schools but at a price point well in line with those of Vietnamese bi-lingual schools that follow the Ministry of Education curriculum and are instructed in English and Vietnamese. When viewed from the perspective of a product, families may be hard-pressed to find a better value.

It often takes months for parents to go through the process of vetting schools and making sense of all the associated brochures and school tours. But some families can likely save a bit of time and start their search at La Petite Ecole. It might be perfect if one is looking for an institution that provides top-tier education at an affordable price alongside an emphasis on the French and English languages and cultures, and a community wherein students, parents and staff all work together towards a common set of values and goals.

For families who would like to visit La Petite Ecole, the upcoming Open Day on March 9 is the perfect opportunity to discover its facilities and meet with teachers. You can register for the Open Day here.

“Global citizenship is a way of living sustainably that demonstrates respect for the environment and for others,” says Jo Roberts, Acting Head of School at European International School (EIS).

“Global citizenship is a core value to the school, and students are encouraged to contribute meaningfully to the local and wider community, demonstrate intercultural understanding; be socially responsible; and promote equity.”

Jo Robert at Operation Smile's Opening Ceremony of its surgical programme at Bệnh viện Răng Hàm Mặt Trung Ương 2.

It’s obvious why parents would want their children to develop these admirable qualities that define what a global citizen is at EIS. But it’s more complex to understand how the traits are cultivated. It requires a holistic approach that spans classroom curriculums, extracurricular activities, teacher and staff example-setting, and community involvement. The comprehensive cultivation of a broad mindset of social responsibility and empathy will be on full display during an upcoming Friday Tour on March 15 and March 29. Ahead of the school tours, Roberts shares some insight into what families and parents can expect from the world-class international school.

Global Citizenship Integrated into Conventional Curriculums

EIS strives to foster an understanding of the world's interconnectedness, empathy for people of all backgrounds, and the motivation to create positive change. Doing so is as much a part of the routine coursework as learning math formulas or a second (or third) language. Roberts explains, “global citizenship is an integral part of our curriculum at all levels so there are often teachers integrating this into their units and lessons.”

Many familiar subjects and lessons provide opportunities for instilling these values. For example, in a grade 10 Individuals and Societies class, students are completing a research project where they investigate local charities and NGOs, present them, and discuss ways the greater EIS community might be more involved. A representative from Blue Dragon Foundation will also meet with the class to give them a more personal look into the work of local NGOs. This is a perfect example of how students practice conventional skills such as inquiry-based research, public speaking, group collaboration and reflection while also expanding their understanding of the world and their potential to impart good.

EIS Young Entrepreneurs raise fund to Capital Foundation.

All Year 12 and 13 students at EIS participate in the globally-recognized International Baccalaureate Degree Program (IBDP) which includes the CAS (Creativity, Activity, and Service) Program component that aligns perfectly with the school’s concern for global citizenship. To complete the program, students volunteer with local organizations, manage fundraisers for charitable causes, or initiate sustainability projects that emphasize improving local communities. They have, for example, collaborated with Saigon schools and orphanages to run arts or English classes. These efforts sometimes continue past the CAS as well. The “Boxes of Hope” which collects school supplies, food, and clothing for children at a local shelter initially started as a CAS project. “These experiences help students develop a sense of social responsibility and empathy towards others,” says Roberts.

Responsibility, Empathy and Awareness of Inequities Cultivated through Extracurriculars

EIS seeks to develop self-motivated students who are inspired to create and contribute to meaningful change regardless of grades or accolades, and it is thus not surprising that global citizenship is fostered outside the classroom as well. Extracurricular activities are powerful ways to raise awareness about global issues and then connect with local organizations to work towards meaningful solutions. Middle and high school students at EIS can join groups including the SAGA (Sexualities and Gender Alliance) which raise awareness about LGBTQIA+ issues; Paw Prints, a group that creates animal-related art that they sell to raise money for local animal charities; EnviroClub, which works in collaboration with Green Network Saigon on a variety of sustainability projects; The League of Women which has collaborated with the Saigon chapter of “Period. The Menstrual Movement” to raise awareness about period poverty and break period stigma; and the Young Entrepreneurs Club which facilitates the creation of fundraisers and business ventures and activities that raise money for Vincapital charities.

EIS Sudents working on a recycling project.

Building bridges and networks is an integral part of global citizenship and EIS collaborates with other institutions in Vietnam. For example, this past November, EIS students hosted the first in-person GIN Conference (Global Issues Network) since COVID-19. The student-led and run conference brought together teens from eight international schools in Saigon to discuss global issues that directly affect them and propose solutions that they can work towards.

Connecting with Teachers, Parents and Community Members

Much of EIS’s efforts to cultivate open-minded and generous individuals involve student-initiated and led classroom activities and organizations in line with a holistic learning philosophy that emphasizes self-motivation, but school staff, family and outside community members have an important role to play as well. Roberts explains that teachers and parents often donate their time and energy after school and on the weekends to support students in their passions. Such undertakings have included beach clean-ups; collecting toys, books, clothes and dried goods for orphanages; and raising money at events for chosen charities as well as ongoing student initiatives such as “Green Saigon,'' who have collection points in school for recycling tetra paks. Additionally, the parent community raises money every year for Operation Smile. Such dedication is not only helpful for students to achieve their goals but presents powerful models for what global citizenship can look like independent of school and required assignments.

Assembly by Choice Vietnam at EIS for the importance of celebrating and caring for our Earth.

As part of its efforts to instill the importance of working across experiences and perspectives, EIS frequently engages with communities beyond the school and its network of families. This can involve organizing family events for the surrounding area, cultural celebrations open to the public, and inviting guest speakers from various backgrounds. “By fostering these connections, the school encourages families to engage with the broader community and promotes a sense of shared responsibility,” Roberts says.

When EIS opens its doors during the upcoming Friday Tours, parents and students will have the opportunity to see the school in action and experience the curriculum. Families will see examples of classroom activities, extracurricular opportunities and community connections to get a sense of how the school develops global citizens. As Roberts summarizes, “Our ‘educational village’ is a community where students, teachers, staff and parents work together collaboratively. The school's structure provides opportunities for students to engage with communities beyond its walls through partnerships, exchanges, and collaborative projects, thereby encouraging a sense of global connectedness.”

Attendees to EIS's Friday Tours on March 15 and 29 will have opportunities to learn about the 100% scholarships available for students from grade 10 to grade 11 and discounts of up to VND 11.5 million VND. Application fees are waived for those in attendance. Register here.

When you picture secondary school students absorbed in their coursework, you are unlikely to envision them learning about Digital Societies, Computer Science, Environmental Systems and Societies (ESS), and Theatre.

But students at British International School Ho Chi Minh City (BIS HCMC) are studying these exact forward-looking and creative subjects and many others, alongside more traditional academic subjects, right now. As part of the prestigious International Baccalaureate Diploma Programme (IBDP), BIS HCMC students curate a personalized course of study from over 30 different available subjects that prepare them for top international universities while developing them as well-rounded individuals.

Alongside the enormous benefits of the IBDP being an Internationally recognized qualification, this curriculum fosters holistic learning supported by a broad and balanced knowledge base. It empowers students to achieve academic excellence and personal growth with an emphasis on wellbeing. As stated in its official Learner Profiles, graduates of the program are enquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk takers, balanced, and reflective.

Freedom to Explore Skills, Interests and Passions

All BIS HCMC students choose from more than 30 IBDP subjects that are spread across six groups (Studies in Language and Linguistics, Language Acquisition, Individuals and Societies, Sciences, Arts, and Mathematics), focusing on three to study at a higher level and three at a standard level. 

But students also have a huge range of co-curricular activities to explore their interests too. As part of the core IBDP, students also follow CAS (Creativity, Activity, Service), which requires all students to complete a creative experience, physical activity and community service opportunity.

CAS provides students with further opportunities to develop as well-rounded, responsible and caring students who have positive relationships with their peers and community. “My most significant CAS experience has been my role as a first aid leader; it’s taught me how to communicate, persevere and try to inspire change at BIS. I think this is a key skill I’ll need to bring into my future career,” said Atom, a Year 12 student. 

Sonali, a Year 12 student, prefect, academic mentor, Model United Nations chair, and VEX Robotics enthusiast noted her desire for more women to join the technology field when explaining why she selected Computer Science as one of her six subjects. “I want to go into computer science, especially web development but one of my teachers suggested that I get into politics, philosophy and economics, so I could become a lawyer too,” she added, alluding to the multifaceted study inherent to the IBDP and the number of options that BIS HCMC, in particular, excels at providing. "Everyone wants to be a well-rounded person because they genuinely are so passionate. There’s a lack of a box and people just get to enjoy what they do and be passionate about it and the school fosters that and allows it to grow, even in IB."

Having so many different subjects available and the freedom to choose allows students to explore what they think they might want to do in the future, balancing discovery with the honing of skills in areas they already hold expertise. The personalization of the IBDP is not new for BIS HCMC students, who select their subjects from age 16 in their IGCSEs. Having already had the chance to explore their interests and skills, they have a better understanding of what to pursue at IBDP. Amanda, a current Year 12 student who is studying Literature & Performance, Biology, Geography, Visual Arts, Math and Spanish explains how this environment is helping her explore and plan for a career: “I am in the school production and musical and I think that’s really going to help me in the future, especially with creating a community. I think the school fosters a really good atmosphere for creativity. It helps me grow as a person … I have considered doing musical theatre for my future and it opens more opportunities for me.”

Joel, another Year 12 student has also found ways to investigate his potential career via the IBDP curriculum alongside school extracurriculars. He selected Sports, Exercise and Health Science as one of his six subjects, volunteers as a basketball coach and applied to work in a local hospital’s nutrition division to “get an insight into what life would be like in that field,” he explained.

Both the IBDP and BIS instill a sense that anything is possible, as shown by the number of career paths the students choose. Joshua, another Year 12 student, aims to “study nuclear fusion” at a University in South Korea, so he “can help save the world” he half-jokingly adds. In fact, the school’s mission statement itself encourages students to be visionaries and changemakers in the world; “United as global citizens, we develop the skills and characteristics to create a more peaceful and sustainable world.”

Wellbeing and Physical Education are also core elements of overall student development that impact traditional academic achievement. A comprehensive well-being program at BIS HCMC, underpinned by respected academic research ensures students thrive both academically and beyond the classroom. BIS HCMC understands that for students to fully benefit from the advantages of the IBDP, they must be socially, physically and emotionally healthy. 

Preparation for University and Beyond

In addition to helping students know what they want to study in university, the IBDP Program helps them get accepted to top institutions around the world and excel once enrolled. Thanks to the program’s rigor and the development of self-motivation and responsibility, students find themselves prepared for university expectations in and outside the classroom. Particularly, the IBDP’s required Theory of Knowledge and Extended Essay prepare their critical thinking and essay writing skills so they are thinking and performing at university levels before having even graduated high school. “My first year of university was very easy, it was basically 50% of what I had already done in IB, so it really prepared me for that transition to a totally different environment. My study load reduced a lot which gave me more time to settle into university life,” explained Yu a 2022 BIS HCMC graduate now studying Material Science and Engineering at Seoul National University. 

“I am able to have a balance of creative subjects and STEM. Especially when going back to Denmark I think there are a lot of options I can choose and I have a good variety of subjects that allow me to qualify for universities there,” Amanda, the Theatre student noted when explaining her selection of such seemingly unrelated subjects. A simple glance at the school’s university destinations reveals how successful students are in their applications and the astoundingly diverse range of fields they pursue. This is in part down to their dedicated College and University Guidance team, who advise students early on what subjects and co-curricular activities will support their university applications and future goals.

Recent BIS HCMC graduates are now studying Neurobiology & Behaviour in the US, Marine Biology in Australia, Pharmacology in the UK, Medicine in Ireland, Computer Science in the US, Politics & International Relations in The Netherlands and Biotechnology in South Korea. 

Indicative of BIS HCMC’s foundational support of creative and unconventional passions, recent graduates are thriving outside conventional academic paths as well. Jeremie is a swimmer for Vietnam’s national team; Jess is a pilot; and Kisum founded the social enterprise Rice Inc. with the ultimate goal of ending food poverty in Southeast Asia.

Reading about these impressive students allows families to envision the opportunities awaiting at BIS HCMC, but it's even more powerful to have first-hand experience. Thus, the school is inviting prospective students and parents to attend a student-led open day on 22nd February During the evening Year 13 student Anya will share her IBDP journey alongside several Year 12 students. Parents will also have an opportunity to visit booths for each of the six IBDP subject groups and the college and university guidance team will be present to discuss study plans, paths and preparations. The open day is an ideal way to gain an understanding of how the IBDP Program at BIS HCMC, bolstered by its unrivaled selection of subjects, sets students on bright career and personal trajectories. 

The path to becoming a lifelong learner begins early.

A child’s educational foundation helps determine their future success and social trajectory. The British International School Ho Chi Minh City (BIS HCMC) provides a holistic curriculum for children that begins when they are toddlers to give them the brightest future possible.

“Our youngest children play to learn - and learn to play, through our carefully balanced Early Years Foundation Programme” described Dee Grimshaw, Head of Early Years and Infant Campus. BIS HCMC believes that this approach alongside social support sets the foundations for successful future learning, developing confidence and independence.

“One of our first priorities is for children to learn how to identify their emotions and how to regulate them appropriately,” explained Sarah Curran, BIS’s Deputy Head of the Early Years and Infant Campus. The first sessions provided for the youngest students, in Early Years Foundation Stage 1 (F1) may sound simple, but that is why they are so essential. Students aged 2-3 in F1 learn to recognize how they are feeling and cultivate healthy responses to these emotions. They also participate in games and activities that develop their basic motor skills that will eventually allow them to hold a paintbrush, navigate a keyboard and kick a football. All important skills that will empower them to explore their passions in the future.

In addition to providing fantastic first steps in emotional, intellectual and social development, BIS’s earliest learners are introduced to core values and outlooks that will guide them throughout their future education and life, including integrity, respect, inquiry, care, perseverance and resilience.

In year 3 students transition to the Junior campus where they build on the important foundations they gained at the Early Years and Infant Campus. “Our children are encouraged to become more confident and independent and develop the critical thinking skills that are so essential in today’s global society” describes Ian Battersby, Head of Junior Campus. Students are offered a variety of opportunities for growth and leadership. They can become community ambassadors, who assist community partners, young interpreters who support our new students to settle in to school life, house captains who motivate their teams in a multitude of competitions and leaders on the student council.

From Year 1 Primary students enjoy a blend of the English National Curriculum combined with the International Primary Curriculum (IPC). This unique curriculum emphasizes critical thinking, curiosity and the pursuit of one’s passions, balancing a structured framework of traditional subjects with inquiry-led learning experiences that incorporate local culture and global perspectives.

Teachers are of course a key ingredient to a successful education and Grimshaw describes how BIS’s teachers are crucial: “Our caring and committed teachers really get to know our students’ interests and personalities. They know how to spark curiosity, creativity and imagination and create unique learning experiences around each individual child’s passions.”

While BIS has 3 campuses, the long-tenured staff members consistently work across and between the campuses and have developed a dedicated transition program which helps students transition smoothly into the Secondary campus in year 7. It’s not just teachers who work across campuses though. Year 8 students serve as transition ambassadors for the incoming year 7s. Year 10 students coach Year 2 students for physical education classes and older pupils serve as mentors in co-curricular activities such as music and sports.

Meanwhile, the integrated school is able to share resources that may typically not be available at smaller institutions. Therefore, dedicated language, learning support specialists, school counselors and wellbeing specialists are available for students and parents at all levels. There is even a trained therapy and wellbeing dog that joins wellbeing lessons and supports all students across the school.

 A number of school-wide collaborations as part of BIS’s Nord Anglia Education affiliation further enrich students’ education at all levels. For example, visiting musicians from New York’s famed Juilliard School lead special programs for teachers and students. The school’s collaborations with UNICEF and MIT provide further opportunities for BIS’s students. The academic career of Caitlin, a current Year 11 student, reveals the potential impact of the collaborations. She joined BIS at the Foundation Stage 1 level when she was only two years old. As a UNICEF ambassador, Caitlin recently joined the NAE-UNICEF Summit in New York with delegates from around the world. The young advocates worked together to come up with innovative solutions to global challenges. Caitlin also recently attended a Model United National conference in Seoul and was awarded a diploma for the Cello from the Associated Board of the Royal Schools of Music. She is also an avid swimmer, as part of BIS’s swim team the Barracudas. Caitlin noted: “Within BIS, I’ve had the opportunity to pursue my passion for music, and I’ve been able to make a positive impact through my involvement in various sustainability initiatives.”

But Caitlin is not an anomaly, Jane a recent graduate who achieved a perfect IBDP score of 45 points and started with BIS in Year 1 received an ASEAN scholarship to study accountancy at the National University of Singapore, a top 10 university globally. But BIS focuses on more than just academics and encourages each individual to follow their own path in life. Susu, a student who joined BIS in Foundation Stage 3, graduated last year and is now attending The New School, in New York, one of the most prestigious art and design schools in the world. While another recent graduate, Hope, who joined in Foundation stage 3 is now studying nursing at the University of York. BIS is proud to share the stories of students who joined at a young age and thus had the confidence to explore their passions and become advocates for what they believe in.

Deciding if and when to enroll your child in international school is a big decision. Many families assume education standards matter most in later years. However, the results of BIS’s world-class commitment to foundational skills and perspectives when students are at their most impressionable underscores why there is no such thing as “too early.” The impact of a holistic and mindful environment and structured, progressive curriculum supported by enrichment from upper-level resources will benefit the youngest learners for the rest of their lives.

Kitten Survivor, Snowy Kingdom, Toilet Tower Defense and Snacks But Weird were just a few of the large games placed on the floor beside their designers: Year Three students at International School Saigon Pearl (ISSP). The children laughed while excitedly showing off their creations and explaining the rules to parents as part of the school’s recent Winter Bazaar. A sign outside the room in English, Vietnamese and Korean announced: “How We Express Ourselves …. Board games help us learn and express our creativity.”

How We Express Ourselves signs also introduced areas of the school dedicated to song performances, street food stalls, an art gallery, and author signings for original feeling books. The phrase that each student-led activity centered around is one of the transdisciplinary themes for The International Baccalaureate (IB) Primary Years Program (PYP) that ISSP recently received official authorization for. Along with Who We Are, Where we are in Place and Time, How the World Works, How We Organize Ourselves and Sharing the Planet, the theme of How We Express Ourselves was explored in different classes for each grade level, from early years (18-month-old students) up to Year 5 (11-year-old students). 

If you had come to the Bình Thạnh District school at this time several years ago, before it was an Authorized IB World School, you would have found a fairly typical Christmas-themed concert with performances of mostly Western songs. Instead, this year students were displaying ceramic mugs festooned with corn kernels that represent their understanding of texture as part of an investigation of how visual arts can convey emotions and ideas. Similarly, some of the younger students had illustrated books to express how they feel in various situations as prompted by situations such as “I am happy when … .”

Meanwhile, the oldest students were surrounded by handmade advertisements, logos and slogans for the popcorn, boba tea, cookies, noodles and other snacks they’d made and were selling as part of a mission to use creative expression for positive social change.

This evolution in winter festivities is emblematic of the school’s refocusing after it achieved the IB PYP distinction last year. Jason Barton, the school’s IB PYP Coordinator, explained: “As a school that has been commended for our shared commitment to leading a constructivist, inquiry-based approach to teaching and learning that promotes inquiry and the development of critical-thinking skills, I would say that some of the biggest changes are reflected in how students are developing their communication, social and creative thinking skills.” An event that involved communicating creative projects to invited families was an ideal way to showcase the changes. 

“Because the IB is such a powerful, renowned organization and holds itself and its schools to a high standard, it gave us a stronger structure,” noted Head of School, Lester Stephens. The IB PYP’s rigor allows the framework to foster and facilitate skill development, academic excellence, cultural understanding, respect, and empathy across years and disciplines. In addition to the transdisciplinary themes, it emphasizes developing ten IB learner profile attributes. Specifically, teachers and lessons aim to develop students who are “inquirers, thinkers, principled, caring, balanced, knowledgeable, communicators, open-minded, risk-takers, and reflective.”

But Lester stressed that “The DNA of the school is not the IB PYP, the DNA of ISSP is our community and core values.” Tiffany Proctor, Deputy Head of School, added that the IB PYP is simply an incredibly powerful tool that supports their overall mission of shaping the children into “Who we want them to be when we grow up.” And the type of people the ISSP wants to develop has always been global citizens who possess understanding, empathy, and profound connections to the world and its diverse people and places.

The core value of nurturing compassionate individuals concerned about the world around them informs one of the Bazaar’s most profound elements: its partnership with Saigon Children's Charity. Proceeds from tickets for each of the day’s activities as well as the snacks, in addition to Christmas cards and gifts sold by Saigonchildren directly will be used by the local charity to support less-fortunate children in the city. Last year, the school raised more than 130 million VND for scholarships and school repairs while collecting hundreds of books and toys that were donated to support disadvantaged children. This year they than raised more than VND154 million. The funds will be utilized to provide more scholarships and implement another significant school renovation project for children and families who are in the care of the Saigon Children's Charity

More than merely buying Bazaar tickets, family members are an integral part of the ISSP community. In fact, the close-knit relationship between the school and parents is what families most frequently cite as the school’s greatest strength. Regular conferences, technology platforms and showcases keep parents up-to-date with routine activities while community engagement activities such as Teachers’ Appreciation Day, Children’s Day, International Women’s Day, Hugging Day, Mid-Autumn Festival, Tet Festival, International Week and Book Week provide stellar opportunities to tighten community bonds. These opportunities to gather allow all members of the ISSP community: parents, grandparents, caregivers as well as staff and teachers to connect with each other.

The new IB PYP accreditation is strengthening this connection between students, parents and the school as well. As Jason noted, the framework has given new means to cultivate communication skills. Parents have a role in this process as exemplified by the Bazaar’s inclusion of questions parents could ask the students regarding their illustrated books. Simple prompts such as “How did you make your book?” and “Which colors did you use? Why?” not only connect with the theme of self-expression but establish constructive communication habits between children and parents to ensure that learning seamlessly transitions from school to home.

While a variety of pedagogical concepts and IB PYP educational goals were on display at the Winter Bazaar, one wouldn’t necessarily have noticed them. Rather, attendees would simply see kids laughing, joking and having fun with one another in the spirit of the season. This simultaneous pursuit of play and learning encapsulates the holistic education at International School Saigon Pearl.

International School Saigon Pearl (ISSP), is an early years & elementary school for children from 18 months to 11 years old located in Bình Thạnh district. ISSP is certified by two world-renowned educational accreditation organizations, including CIS (Council of International Schools) and NEASC (New England Association of Schools and Colleges). ISSP has just been officially authorized as an IB World School for the Primary Years Programme (PYP) by the International Baccalaureate Organization (IBO). Please click here to book a tour of International School Saigon Pearl.

Mangrove forests protect against floods and storms, offer homes for wild animals and remove carbon dioxide from the atmosphere which is essential for combating global climate change. First appearing during the reign of the dinosaurs, these superhero trees have long thrived on Vietnam’s coast, particularly in the Mekong Delta. 

While human development has made a literal dent in these forests, thankfully people are becoming increasingly aware of mangroves’ importance. Organizations empowered to not only protect the mangrove forests that remain but also plant new ones have thus proliferated in Vietnam. For example, MangLub, a social enterprise sponsored by SK Innovation, and owned by Dreamsharing has been planting saplings in Trà Vinh Province since 2019. Their ambitious goal to plant 10 million mangrove trees over a ten-year span is progressing with an expansion to shrimp farms recently launched.

Shrimp farming is one of the Mekong Delta’s most important industries, with annual production steadily increasing every year. While economically beneficial for rural communities, the industry can have devastating impacts on the land. Conventional farming methods rely on chemical-laden artificial food that leaches into the soil, carbon-spewing motors to aerate the water and plastic liners and covers that frequently end up polluting the environment. Incredibly, just as our answers knew, our beloved mangrove trees are a traditional solution.

As natural pillars of the coastal ecosystem, mangrove trees attract the plankton and other small critters that shrimp feed on, making them the perfect environment for raising the lucrative crustaceans. Meanwhile, their protective limb, leaf and root canopies remove the need for destructive plastic covers and liners. And the same photosynthesis cycles that remove carbon from the planet result in oxygen naturally being added to water, which removes the need for exhaust-emitting aeration machines.

These are all great for the environment, but transitioning from artificial ponds to natural, mangrove-filled ones for raising shrimps requires saplings and the time and energy to plant them. This is where MangLub enters. They will provide farmers with young mangrove trees, cover the cost of workers to plant them and take care of them for four years. Moreover, because they don’t require the purchase of food, aeration motors or plastic covers, the farmers don’t need to take out bank loans which endanger the long-term profitability of their land. 

Making the project financially attractive to local farmers is not the whole story, however. Trust must be established. In response to personal fears or shyness and previous experiences with other organizations, MangLub must convince farmers that the project will persist for the foreseeable future. As a social enterprise committed to making a profit itself, MangLub was able to convince farmers that they are committed to being present for the long term. In return, the farmers agreed to operate the natural mangrove model for at least 10 years and are obligated to re-plant the same amount and type of trees they remove after that.

The project is a resounding success so far. 30 hectares of shrimp farms have already been registered with MangLub for the 2024 planting season in Trà Vinh. Rhizhophora Apiculata, a mangrove variety particularly well-adapted to salinity-rich waters, will soon be planted across several districts in the Mekong Delta. 

While the shrimp farming expansion gets off to a great start, MangLub’s commitment to reforesting areas not used for agriculture continues to grow as well. Efforts are now underway not only in Trà Vinh but also Vĩnh Long and Sóc Trăng with 41 additional hectares of mangrove slated for planting. And importantly, the number of interested partners and collaborators is increasing. Clients such as the Bel Vietnam, the producer of Laughing Cow, and Haskoning VN are supporting expansions while provinces are reaching out directly for MangLub’s assistance.

Industrial shrimp farming is a recent development as not-so-distant generations once raised shrimp naturally amongst mangrove trees. It seems that the way forward to a clean and healthy future will involve returning to these traditional methods. Indeed, one can hope that a trip to the delta in years to come will feel more like going back in time when it comes to an abundance of mangrove forests. 

What is an Open Day? An opportunity for prospective families to view a school’s facilities, meet members of the teaching and leadership teams, and learn about curriculums, admissions and career paths? Yes. But more simply, it’s a chance for a school to make a first impression and “first impressions count,” says Jon Standen, the new Executive Principal at Australian International School Saigon (AIS Saigon).

When we first communicated with Standen three months ago, he had just joined AIS Saigon. During our most recent visit, he was happy to report that the first impressions he had at the start of his tenure have proven accurate. “It's the caring attitude and going that extra mile here. And it’s the Aussie spirit that if you get knocked down, you get up and bounce back … our people are very diligent, very warm, very welcoming,” he says. And now that he has gotten to know the school better he is excited to help share his experience at the upcoming Open Day on November 18.

AIS Saigon’s warm and enthusiastic atmosphere is fostered through the close relationship between families, staff and students. Since joining the school, Standen has been enjoying routine coffee mornings and lunches during which parents can come to discuss whatever is on their minds.  The open dialogue between leadership and families has helped reduce the amount of plastic used by the school cafeteria, and the transition from plastic to metal plates. It’s a small matter but reveals how parents take an active role in their children’s education. Similarly, the speed with which AIS responded to the feedback and made the changes underscores how seriously they take feedback. 

Standen noted that one way teachers establish the right environment in classrooms is by fostering a “teaching community”. Teachers are encouraged to show their personalities and demonstrate the importance of having fun. “If you work hard, then when it's time to play,  whatever that may be: playing a musical instrument, playing a sport, reading a book, enjoying a performance, going to a museum … you can actually really enjoy yourself and relax.” 

AIS Saigon supports students in their ability to balance academics with extracurricular activities. As much as it’s important to achieve well in the classroom, it’s equally important to appreciate being a kid and pursue healthy hobbies and fun activities. An important element of succeeding both in and outside the classroom necessitates learning how to fail. And within a safe and encouraging environment, “every student has an opportunity to fail because the best learning comes from when you don’t succeed,” Standen explains. 

Sports is a great way to develop perseverance and familiarise oneself with failure as a means for growth in addition to cooperation, friendships and motor skills. AIS Saigon’s commitment to sports is on display at the upcoming AISA Games. From November 16 to 18, international students from across Asia will come to AIS Saigon to compete in basketball, football, swimming, touch rugby, and netball as part of larger cultural exchange and leadership efforts. The final events on the 18th will take place during the Open Day when families in the community are invited to the school.

Open Day attendees will base their first impressions on the people they meet as well as the facilities they encounter. In addition to the sports facilities’ updated scoreboards and astroturf, which will be put to great use for the AISA Games, the day will showcase the auditorium’s state-of-the-art LED display and sound system, as well as the new multimedia room which will expand the horizons of secondary school students working with design, music and computers. Similarly, a recently renovated and welcoming reception area helps set the tone for the entire Open Day experience, particularly when filled with a student band performing, highlighting how a well-rounded education involves the arts just as much as mathematics.

Standen says that the Open Day on 18 November, along with the display of the AISA Games and musical performances, will be an opportunity to see the very best that AIS Saigon has to offer. However, he says the same outgoing, friendly students and staff would also be seen on a typical day at the school. To experience a normal school day, families are welcome to arrange a Guided Tour to speak to teachers directly and arrange observations of the classes that may be of particular interest to them. So perhaps the best approach is to gain a first impression during the Open Day on November 18 and then return for a follow-up visit to confirm those observations and see AIS’s values and methodologies in action. 

Attendees to AIS Saigon’s Open Day on November 18 will have opportunities to learn about the 100% scholarships available for students from grade 10 to grade 11 and discounts of up to VND 11.5 million VND. Application fees are waived for those in attendance. Register here. 

“I think we do fun very well here,” explains Jo Roberts, the Deputy Head of School at European International School (EIS) in Saigon.

“We’re all here to do a job: the staff to teach and keep students safe and the kids to learn, but that doesn't mean we can't also play. And I think it's important for the students to see teachers and staff having fun together,” she continued when explaining how EIS fosters the warm and friendly atmosphere that it prides itself on.

An Inviting Atmosphere

Saigon in general, and Thảo Điền particularly, has many great educational institutions. EIS stacks up well when evaluated via conventional metrics such as IBDP scores and prestigious university placements. But the greatest differences are best understood in person on campus.

Since it moved to its current location in 2012, the EIS campus has grown from three renovated diplomatic villas into 11 villas and 2 modern purpose-built buildings, a 25-meter heated swimming pool, rooftop sports facility, tennis courts, three science laboratories, a design and innovation space and a multi-purpose room. But amidst this growth, it has never lost the “educational village” philosophy that it began with.

Visitors to EIS will be immediately impressed with the campus’ plentitude of trees and plants that surround the buildings and cast shade onto the various nooks and corners where students of all ages can play, collaborate on studies or simply hang out. The campus is perpetually improving, too. The canteen was recently renovated with the addition of an air-conditioned seating area and new furniture. Soon, walkways around the campus will have coverings installed, to help provide additional shade. 

While holding classes in cozy villas surrounded by carefully tended nature helps, the homely and welcoming atmosphere is best felt through the smiles on the teachers, staff and students. Everyone seems genuinely happy to be there and pleased to interact with one another.

How the Community is Made Safe, Secure and Supportive

Fostering such a safe, secure and supportive community involves formal elements embedded in the school’s educational approach as reflected by their learning principles. Frequently referenced and assessed in classrooms, the principles come together to develop students who are “independent, collaborative, open-minded and creative. They possess the skills and courage to bring forth new ideas, challenge themselves, and contribute positively to their local and global communities.”

In our most recent conversation, Roberts pointed to one specific quality she finds the school’s unique atmosphere is particularly helpful in developing: “we create a safe and secure environment which allows the students to take risks.”

Roberts notes that in addition to modeling the importance of having fun and balancing work and play, teachers present good examples of risk-taking for their students. They step out of their comfort zones to continue learning and to take on new challenges, as exemplified by the number of teachers who pursue leadership roles when they become available. Staff and teachers also have a shared commitment and love for the school community. Roberts has been with EIS for 12 years and the majority of the teachers extend their first contracts because they want to remain with the school. Similarly, many students spend their entire pre-university academic careers at EIS.

The Importance of Parent Involvement

EIS’s unique and nurturing environment is possible thanks to the dedicated involvement of families. “Parents are part of the growth, the shared journey,” Roberts says. The school fosters a close bond via routine workshops to explore and explain school developments and the curriculum but also broader topics such as screen time and safe internet use, drugs and alcohol and puberty. There is also a smaller group of parents that meets every month with EIS leadership to ask questions, voice any concerns and generally remain active in the school’s activity.

Families also contribute via a committed Parents Group that organizes various activities throughout the year. They assist with charity efforts to give back to local communities beyond the campus and also arrange holiday gatherings and regular events such as a movie night where a film is screened on the school’s field with families joining to enjoy a film and snacks together. 

The Best Way to Experience the EIS Community Feel

Simply, you just have to see it, Roberts explained. “It's very easy to walk around and feel the energy…everyone is happy, the kids are engaged, they're working, they're smiling. Everyone's very friendly. It's a very welcoming school.” 

To best showcase their unique atmosphere, EIS  is offering tours for the public on two Fridays during November. On November 10 and 24, from 9am until 11am, families are invited to learn more about the school and witness what makes it special. Family ambassadors will also join to assist with any language barriers and give their perspectives and experiences. Considering how closely families are woven into the fabric of the community, parents may discover they are meeting new friends along with exploring the school that will help develop their children into well-rounded and caring life-long learners with bright futures ahead. 

Friday School Tour attendees will have the opportunity to learn about the 100% scholarships available for students from grade 10 to grade 11 and discounts of up to VND 11.5 million VND. Application fees are waived for those in attendance. Register for a Friday School Tour here.