Please note that the course model below relates to the 2022-2023 school year. Bilingual course model content
- The course is divided into Units. Each Unit is centered around one theme and covers all 5 strands (Listening, Speaking, Reading, Writing, and Use of English). Each teaching and learning block covers 3 - 4 Units.
○ Each major Unit that draws on Cambridge Global English materials for core content [except for Starter Units] is covered in 30 periods.
○ Apart from the Units based around Cambridge Global English content, additional units are added to allow students to explore events internationally and in Vinschool. These 04 units are designed in the form of mini-projects in which students explore the themes through exposure to and exploration of authentic materials and mobilise language used by creating a written or spoken product. (see Co-curricular Activities below)
- During this process, formative assessment is managed by teachers in a variety of forms (Unit projects, Unit stop and check quizzes, self-study assignments, teacher observation) to support ongoing evaluation of students progress and to inform planning for differentiated instruction.
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- Total of 4 formal summative assessments (02 progress checks + 02 End-of-term tests)
○ 02 in-class progress checks focusing on Reading, Listening, Writing and Use of English
○ End-of-term Progression Test: 02 times/year by the end of each semester. The test is designed to evaluate students’ attainment in Listening, Reading, Writing, Speaking and Use of English. The results of End-of-Term tests are used as a reference for student progression and support/extension needs into Semester 2 and the next school year.
- Test formats and specifications are designed to measure students’ achievement of standards for each stage.
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Learners explore an aspect of climate change and its impact with a focus on Viet Nam and the ASEAN region. They reflect on their role in mitigating the impacts of climate change and share their learning with others.
Learners explore a piece of children’s literature with a focus on equity, diversity and inclusion and share their learning with others. Themes include appreciating differences, including others, appreciating older people and challenging gender stereotypes.
Younger learners explore how to talk about a Vietnamese celebration in English to someone outside their culture. Older learners explore a celebration from a different culture and compare it to a celebration from Viet Nam.
Learners have the opportunity to engage in a range of language-based activities showcasing their own skills and talents, and explore other cultures through a virtual tour across countries and cultures.
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