Prospectus

An International Schoolfor children aged 2 -18

Welcometo the International School Ho Chi Minh City

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At the International School Ho Chi Minh City (ISHCMC) we believe the success of our programme is based on teamwork, collaboration and the broad participation of our international community.

We have a long tradition of providing high quality education while fostering a holistic approach to learning. We provide genuine opportunities for our students to develop artistic, cultural, sporting, aesthetic and leadership skills and values that will serve them well today as well as going forward into the future. In supporting students to reach their full potential we provide direction, counsel and support. Our expertise of delivering high academic standards through a holistic and international approach to education enables our students to become tomorrow’s leaders and true global citizens so that they can contribute to a better tomorrow.

ISHCMC is a fully accredited International Baccalaureate (IB) World School and the only IB World School in Ho Chi Minh City to offer and be accredited for all three IB programmes. ISHCMC is also the only school in Ho Chi Minh City fully accredited by both the Council of International Schools (CIS) and the New England Association of Schools and Colleges (NEASC), two of the most prestigious international accreditation organisations.

We are a truly international school, where our teaching staff and the wider school community proudly reflect the shared vision, commitment and energy necessary to ensure the educational success of every

student. Our school environment provides daily opportunities for students to increase their knowledge and skill base in order to acquire the attributes necessary for meaningful lives. Many of these attributes are identified in the IB learner profile, which is the core of our curriculum. The curriculum is designed to support a developmental, student-centred approach to learning where teaching for understanding is coupled with a stimulating and varied curriculum.

Parents, students and teachers work together as a community to solve problems within a framework of fairness and shared values. With 49 nationalities represented on campus, each of us has an exceptional opportunity to develop an understanding of, and appreciation for, the uniqueness of people from many different cultures.

I hope that you will take the opportunity to contact me, and others in our school community, to gain a deeper understanding of our programme. And, of course, we hope that you can visit us to learn first-hand what sets us apart in the world of international education.

Kind Regards

Jeff Wornstaff ISHCMC Headmaster

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A World-Class Education

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The International School of Ho Chi Minh City (ISHCMC) is a fully accredited International Baccalaureate (IB) World School. Our approach to education is student-centred following an inquiry based interdisciplinary curriculum. Our curriculum is broad based and academically rigorous. It incorporates the best practices in education and benefits from constant improvement developing our students as citizens of the world.

What is an IB World School?The IB offers a comprehensive, inquiry based approach to teaching and learning and provides an internationally designed model for concurrency in learning for mobile and transient students. The programme develops the intellectual, personal, emotional and social skills needed to live, learn and work in a rapidly globalising world. There are more than 1,000,000 IB students at 3,485 schools in 143 countries.

An IB programme is unique because of its academic and personal rigor, challenging students to excel in their studies and in their personal growth. Each programme includes a curriculum and pedagogy plus student assessment appropriate to the age range.

Authorisation to become an IB World School is an intensive process that typically takes two or more years and includes site visits by an IB team and regular evaluation is undertaken by schools that have been authorised.

IB Primary Years Programme (PYP)The PYP is designed for students aged 3 to 12. It is an inquiry based approach to teaching and learning and provides an internationally designed model for concurrency in learning for mobile, transient students. It incorporates guidelines on student earning styles,

teaching methodologies and assessment strategies. The curriculum framework is an expression and an extension of three inter-related questions: What do we want to learn? How best will we learn? How will we know what we’ve learned?

At the heart of the PYP programme are 6 transdisciplinary Units of Inquiry which serve as the key organisers for the selection of the units of learning through an inquiry method of teaching. Each year students will engage in one unit under each of the 6 transdisciplinary themes: Who we are, Where we are in place and time, How we express ourselves, How the world works, How we organize ourselves and Sharing the Planet.

The PYP: Encourages international-mindedness.

Addresses students’ academic, social and emotional well-being.

Encourages students to develop independence and to take responsibility for their own learning.

Supports students’ efforts to gain understanding of the world and to function comfortably within it.

Helps students establish personal values as a foundation upon which international-mindedness will develop and flourish.

The six subject areas identified within the IB PYP

language social studies

mathematics arts

science personal, social and physical education

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IB Middle Years Programme (MYP)The IB MYP, for students aged 11 to 16, emphasizes intellectual challenge, encouraging students to make connections between their studies in traditional subjects to the real world and to become critical and reflective thinkers. The MYP also fosters the development of skills for communication, intercultural understanding and global awareness, qualities that are essential for life in the 21st century.

MYP students are exceptional in that they develop a set of skills and attributes setting them apart form their peers, equipping them for a fulfilling and stimulating route through secondary education on their way to university. As the data shows, students who have completed the MYP can have significantly higher pass rates in the Diploma Programme and show higher scores on assessments of their research skills, such as the extended essay.

The MYP consists of eight subject groups integrated through five ‘Areas of Interaction’ that provide a framework for learning within and across the subjects:

Approaches to Learning - represents general and subject specific learning skills that the student will develop and apply during the programme and beyond.

Community and Service - considers how a student engages with his or her immediate family, classmates and friends in the outside world as a member of these communities.

Health and Social Education - delves into the range of human issues that exist in human societies, such as social structures, relationships and health. This area can be used by students to find out how these issues affect societies, communities and individuals, including students themselves.

Environments - considers how humans interact with the world at large and the parts we play in our environments. It extends into areas beyond human issues and asks students to examine the interrelationships of different environments.

Human Ingenuity - deals with the way human minds have influenced the world, for example, the way we are, think, interact with each other, create, find solutions to and cause problems, transform ideas and rationalise thought.

IB Diploma Programme (IBDP)The IB Diploma Programme is an academically challenging and balanced programme of education with final examinations that prepare students, aged 15 to 19, for success at university and life beyond. It has been designed to address the intellectual, social, emotional and physical well-being of students. The programme has gained recognition and respect from the world’s leading universities.

The DP prepares students for effective participation in a rapidly evolving and increasingly global society as they:

develop physically, intellectually, emotionally and ethically

acquire breath and depth of knowledge and understanding, studying courses from 6 subject groups

develop the skills and a positive attitude toward learning that will prepare them for higher education

study at least two languages and increase understanding of cultures, including their own

make connections across traditional academic disciplines and explore the nature of knowledge through the programme’s unique theory of knowledge course

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undertake in-depth research into an area of interest through the lens of one or more academic disciplines in the extended essay

enhance their personal and interpersonal development through creativity, action and service.

The Diploma Core

The extended essay asks students to engage in independent research through an in-depth study of a question relating to one of the DP subjects they are studying. The world studies extended essay option allows students to focus on a topic of global signicance which they examine through the lens of at least two DP subjects.

Theory of Knowledge develops a coherent approach to learning that unifies the academic disciplines. In this course on critical thinking, students inquire into the nature of knowing and deepen their understanding of knowledge as a human construction.

Creativity, Action, Service (CAS) involves students in a range of activities alongside their academic studies through the Diploma Programme. Creativity encourages students to engage in the arts and creative thinking. Action seeks to develop a healthy lifestyle through physical activity. Service with the community offers a vehicle for a new learning with academic value. The three strands of CAS enhance students’ personal and interpersonal development through experiential learning and enable journeys of self-discovery.

Measures of Academic Progress (MAP)MAP tests are conducted twice yearly with students from Grade 3 to Grade 12, in order to help us build individual learning plans for each student. These tests determine your child’s instructional level and measure academic growth throughout the school year, and from year to year in the areas of reading and mathematics. MAP testing is an additional assessment in support of the IBPYP, IBMYP and DP assessments.

AccreditationsISHCMC is the only IB World School in Ho Chi Minh City to offer and be accredited in all three IB programmes. ISHCMC is the only school in Ho Chi Minh City fully accredited by both the Council of International Schools (CIS) and the New England Association of Schools and Colleges (NEASC), two of the most prestigious international accreditation organisations.

Johns Hopkins Center for Talented Youth (CTY)Students at ISHCMC have an opportunity to be invited to join the Johns Hopkins CTY. Teachers will identify, assess, and recognise students in Grades 2 to 8 with exceptional mathematical and/or verbal reasoning abilities. Participation in the CTY comes with a wealth of benefits. CTY Talent Search testing provides a common currency with concrete results to show a student’s level of knowledge beyond what’s expected by current grade level. CTY provides the statistical data that allows you to understand your child’s test scores compared to the national landscape of their true academic peers.

‘ ’We have been in Vietnam for the past five years and during that time our children have enjoyed a high quality education with experienced teachers at ISHCMC. Ginny Condra, Parent

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IB Learner Profile

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

The IB learner profile provides a long-term vision of education. They are ideals that can inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose. The IB learner profiles is a set of learning outcomes for the 21st century.

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

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

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

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

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

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

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

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

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

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

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Australia

Austria

Belgium

Brazil

Cambodia

Canada

China

Colombia

Costa Rica

Czech Republic

Denmark

Netherlands

Egypt

France

Germany

Honduras

Hong Kong

Hungary

Iceland

India

Indonesia

Ireland

Israel

Italy

Japan

Kazakhstan

Korea

Malaysia

Nigeria

Nepal

New Zealand

Pakistan

Philippines

Poland

Russia

Saint Kitts & Nevis

Singapore

South Africa

Spain

Sri Lanka

Sweden

Switzerland

Taiwan

Thailand

Turkey

United Kingdom

United States of America

Venezuela

Vietnam

‘ ’Affectionately known as ISHCMC (pronounced ish-mick) the International School of Ho Chi Minh City is the most welcoming and accepting school community my family has ever experienced. Kelly Neumann, Parent

International School Ho Chi Minh City students come from 49 nations around the world

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Celebrating our Diversity

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Our Philosophy ‘Fostering Individual Ability’

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Our Objectives1. We adopt as the central objective the development of the whole

child which encompasses the intellectual, emotional, social, creative, linguistic, cultural, moral, aesthetic and physical needs of students.

2. We challenge each student to be an inquiring, knowledgeable, respectful, independent learner who strives for individual excellence.

3. We urge each student to be a global citizen who seeks to create a better, more peaceful world, through intercultural understanding.

4. We are committed to providing a social and learning community that is progressive and international in outlook, embodying the values described in the IB Learner Profile.

5. We place the child’s experience at the heart of the learning process, emphasising how students learn as a complement to what they learn.

6. We communicate actively with parents and encourage parental support in the education of their children.

7. We promote positive intercultural and host country relationships.

8. We actively promote the spirit of the UN Universal Declaration of Human Rights within the school programmes.

The International School of Ho Chi Minh City provides a positive academic and caring social environment that emphasises the development of the whole child whilst maintaining our mission of fostering individual ability within an intercultural community. We endorse a student centred approach to instruction following an inquiry based and interdisciplinary curriculum.

‘ ’We value every student, fostering their individual ability in a concerted and caring way and still challenging our students to strive to achieve their maximum potential. Jeff Wornstaff, Headmaster

13‘ ’ISHCMC is a very warm and welcoming place where children love coming to school, they are happy and comfortable. Rebecca Taylor, Parent

Early Explorers at ISHCMC participate in the IB Primary Years Programme that provides a holistic education and promotes social, physical, cognitive, creative and emotional development for all of our young learners. Students experience a culturally diverse setting where a planned balance of play, teacher initiated and child directed inquiries and challenges stimulate their learning in a nurturing environment.

We understand that learning is a life-long process and that students develop at different rates. Readiness and receptiveness to learning varies within individuals. Our highly experienced teachers aim to instil a love of learning in each child so that it is seen as a desirable, enjoyable activity that will continue naturally long after formal education is finished.

Our environment is one of safety and security. We value each child’s self-esteem and self-worth; we focus on the positives and encourage the development of independence, responsibility and confidence. We believe a positive learning environment is supported through respect between students, teachers and families.

All activities are designed to enable students to become inquisitive, communicative and confident young learners. We develop our student’s confidence in communicating ideas to others through developmentally appropriate activities in speaking, listening, reading and writing.

Through years of experience, we know that play is a powerful tool for learning. Types of play in Early Explorers include exploratory, manipulative, constructive, physical, creative, games and imagery. Play activities encourage exploration and experimentation, spark curiosity and imagination, and build children’s abilities to solve problems. Our teachers also facilitate opportunities for hands-on learning and exploration. This exploration helps children to develop their fine and gross motor skills and improve social interaction.

Aged 2 to 5

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Early Explorers

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International Baccalaureate Primary Years Programme

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ISHCMC aims to make learning relevant and meaningful to students by adopting an inquiry-based, integrated curriculum which focuses on the child as a learner. We recognise that children come to us as distinct individuals with unique experiences, backgrounds, abilities and interests. Our teachers promote cross-cultural understanding and differentiate instruction to meet students’ varying needs, abilities and learning styles. We provide a balanced education programme within a safe, stimulating environment so that each child can learn and grow to their greatest potential.

Kindergarten to Grade 5 follows the International Baccalaureate Primary Years Programme curriculum which focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. Our language arts programme is designed to support students to acquire the ability to write and speak well, and to examine, process and use information gained through listening and reading skills. Problem solving, critical thinking and mathematical computation skills are strengthened through a balanced approach. The curriculum also

includes instruction in Social Studies, Science, Art, Music, Physical Education and Library Skills with a focus on integrated technology plus Foreign Languages from EE4. Wherever authentic links can be made these subjects are taught within the transdisciplinary ‘Units of Inquiry’. These ‘Units of Inquiry’ guide their studies for a 5-6 week period through a central idea and ties all of their subjects together.

Each child’s achievements are continually assessed. Teachers use a variety of assessment techniques including testing for knowledge and skills, observations, portfolios of children’s work and analysis of book, project and practical work. Attitudes, learning skills, social relationships and effort are considered equally important when looking at the overall development of the child. Detailed descriptive reports are given to parents twice a year and parent/teacher conferences are also held to discuss each child’s social and academic progress. MAP tests are also conducted twice yearly from Grade 3 to determine your child’s instructional level and measure academic growth throughout the school year, and from year to year in the areas of reading and mathematics.

‘ ’I love teaching Elementary students, it is where we lay the foundations for education so that they excel further through Middle and High School and become lifelong learners. Liz Mason, Elementary Teacher

Early Explorers 2 years- Grade 5

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Our aim is to provide a balanced educational programme within a positive, stimulating environment, so that each child can learn and grow to their fullest potential. During this time we recognise and address the broad range of needs of young adolescent learners paying particular attention to supporting their emotional, social, physical and academic needs. Our highly qualified teachers are caring, experienced and well trained to encourage the best from this special age group. We are committed to integrating IT into the curriculum with a 1:1 Tablet PC programme.

We encourage students to appreciate cultural diversity and participate actively and responsibly in a changing and increasingly interrelated world. Learning how to learn, how to evaluate information critically, how to develop effective solutions, and how to take responsible action are the central goals of education in these years.

Students receive instruction from their eight IB Middle Years Programme (MYP) courses in:

Language A - English or Vietnamese

Language B - French, English, Mandarin, Spanish or Vietnamese for non-native speakers

Mathematics

Technology - Design

Information and Systems

Humanities - History and Geography

Sciences - Biology

Chemistry and Physics

The Arts - Music

Drama and Fine Art

Physical Education - Health and Social Education

The culminating activity of the MYP is a student-directed, extended inquiry called the Personal Project which is completed in Grade 10, the final year of the MYP. The Personal Project is an opportunity for students to develop their known strengths and discover new ones. Students have the opportunity to draw upon their inter disciplinary knowledge as well as the skills developed while investigating a topic that motivates and interests them.

As part of our curriculum students also examine the roles and responsibilities they have to their community and the ways they can support others. MYP students are expected to fulfill the requirements of the ISHCMC community and service programme. Under the umbrella of Global Issues Network there is a wide range of student-led projects which aim to serve the school, local, national and international communities which they can join or initiate their own service project.

Detailed descriptive reports are given to parents twice a year and parent/teacher conferences are also held to discuss each student’s social and academic progress. MAP tests are also conducted twice yearly to determine your child’s instructional level and measure academic growth throughout the school year, and from year to year in the areas of reading and mathematics.

Grade 6 – Grade 10: Aged 11 – 15

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International Baccalaureate Middle Years Programme

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International Baccalaureate Diploma Programme

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We offer the International Baccalaureate Diploma Programme (IBDP) of studies which is recognised by universities in 124 countries and is designed to be taken over two years. Research conducted in the UK reveals the fact that university admissions offices recognise that the skills developed by IB students make them highly desirable applicants for university courses.

In addition to the substantial knowledge gained, the skills developed during the two year IBDP will benefit students in teaching them the value of information and help them to develop independent lifelong study skills. These are important for university success when the higher order thinking skills of analysis, synthesis and evaluation are constantly required.

Our High School students will have the opportunity to graduate with an International Baccalaureate Diploma and a way of thinking that makes them citizens within a global community. We believe this will serve them well as they make their way in society.

IBDP students choose a subject from each of the following 6 groups: Language A, Second Language, Individuals and Societies, Experimental Sciences, Mathematics and the Arts. In addition to these subjects, IBDP students are also required to:

write an extended essay

study the Theory of Knowledge (TOK) course

Carry out activities in Creativity, Action, Service (CAS) We are committed to integrating IT into the curriculum with a 1:1 Tablet PC programme.

Detailed descriptive reports are given to parents twice a year and parent/teacher conferences are also held to discuss each student’s social and academic progress. MAP tests are also conducted twice yearly to determine your child’s instructional level and measure academic growth throughout the school year, and from year to year in the areas of reading and mathematics.

Grade 11 - Grade 12: Aged 16 - 18

‘ ’IB is well known to us for excellent preparation. Success in an IB programme correlates well with success at Harvard. We are always pleased to see the credentials of the IB Diploma Programme on the transcript. Marilyn McGrath Lewis, Director of Admissions, Harvard University

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Extra-Curricular Activities

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The aim of the After School Activities (ASA) programme is to provide students the opportunity to participate in educational, cultural, recreational, and community service extra-curricular activities. The ASA programme is not compulsory at ISHCMC, but they do provide a healthy catharsis from the pressures of study. ASA includes sports, clubs and performing arts after school and weekends. There are numerous activities on offer but here are some of the highlights.

ISHCMC StingraysThe ISHCMC Stingrays are a competitive swim team for students in Grades 2-12. Our team has over 120 students who compete locally throughout the year and have an opportunity to compete internationally once per semester.

Model United Nations (MUN)Model United Nations challenges participants to develop solutions to real problems confronting the world today. At MUN conferences student delegates represent different countries in a realistic simulation of United Nations debates. Through involvement in MUN students increase their knowledge and understanding of global problems and develop their skills in research, analysis, collaboration, diplomacy, and public speaking.

Performing ArtsConcerts and productions are an important part of the life of the school and the curriculum enabling students to become more confident and mature in preparation for higher learning. Performing Arts also encourage students to explore and chase their talents.

MRISAThe Mekong River International Schools Association (MRISA) promotes inter-school activities and competitions for students in the Middle and High Schools. These include sporting tournaments, cultural exchanges and leadership conferences. Students travel to other schools in the region or host visiting students from participating schools.

PTO Saturday Sports The PTO Saturday Sports program began in 2007 led by a group of volunteer parents committed to providing additional opportunities for ISHCMC children to play sport and enhance skills under the guidance of experienced parent volunteers. Core Values include Teamwork, Sportsmanship, Respect, and Skill Development.

Creativity, Action, Service (CAS)CAS is at the heart of our school and is one of the three essential elements in every student’s Diploma Programme experience. It involves students in a range of activities alongside their academic studies throughout the Diploma Programme.

The three strands of CAS, which are often interwoven with particular activities, are characterized as follows:

Creativity: arts, and other experiences that involve creative thinking

Action: physical exertion contributing to a healthy lifestyle.

Service: an unpaid and voluntary exchange that has a learning benefit for the student.

Education doesn’t only happen in the classroom!

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ISHCMC is fortunate to host an international student body that truly appreciates the uniqueness of other cultures. This enables us to learn from one another as we work together to make the school year productive and memorable for all.

PTOThe Parent Teacher Organisation (PTO) is way of actively participating in school life and aims to foster a closer relationship and between parents and teachers. The PTO is committed to supporting the teachers, parents and students through social and educational activities and provides a forum for the ideas and concerns of its members within our ISHCMC community.

Our PTO gives all parents an opportunity to socialise and make new friends, an important factor when adjusting to expat life in a new city. Comprising of both elected parent representatives and school appointees, the PTO supports the school in many ways and organises three major events every year – Celebration of Cultures, International Festival and the Family Fun Night.

Cultural Representatives Parents volunteer their time to act as Cultural Representatives, a liaison person between the School and their particular national/cultural group represented at ISHCMC. These parents are a fabulous resource and can offer advice with regard to school issues and raise awareness of national/cultural diversity within the school community.

Each country’s Cultural Representative will informally participate in the orientation of new parents and provide information on daily school life, local community and general advice on settling into Ho Chi Minh City. It is the role of the Cultural Representatives to foster personal and social relationships within the intercultural school community and daily life.

CommunicationOpen lines of communication between home and the school are very important to us. We firmly believe that parental involvement is an essential ingredient in providing a quality education. ISHCMC uses edmodo as the main communication tool between teachers, students and parents. Edmodo provides a secure, safe and easy way for your child to connect and collaborate with their teachers and classmates, share content, access homework, grades and school notices. Edmodo promotes anytime, any place learning.

ISHCMC offers parents and students the convenience of signing up for after school activities and parent teachers interviews through our online ISIS programme. This tool also improves communication within the school.

CounsellorsISHCMC’s counsellors provide several services to the school community.

One-on-one student counselling to help with personal struggles, emotional growth and peer relationships.

Resources for placement in summer programmes, administration of the PSAT, registration and preparation for the SAT, assisting students with course adjustment, and providing transcripts and university application support.

Contact point for questions or concerns for new students and parents to the ISHCMC community both prior to enrollment and once the student has begun attending classes.

Parent Coffees addressing issues related to counselling programmes such as Parent-Student Communication, Health, University preparation, and other key issues.

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Community & Friendship

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ISHCMC Overview giving you the bigger picture

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Accreditation ISHCMC is also the only school in Ho Chi Minh City fully accredited by both the Council of International Schools (CIS) and the New England Association of School and Colleges (NEASC), two of the most prestigious international accreditation organisations.

After School Activities (ASA)The aim of the ASA programme is to provide students the opportunity to participate in educational, cultural, recreational, and community service extra-curricular activities. ASA includes sports, clubs and performing arts after school and weekends.

CognitaISHCMC is part of the Cognita network of schools which educates over 18,000 students with over 3,500 teachers and support staff in over 60 schools across six different countries. Teaching excellence, Cognita’s goal, is the most important thing we can offer our students.

CommunicationCommunication and support between home and school are critical to us. We firmly believe that parental involvement is an essential ingredient in providing a quality education. We seek input from parents to guide our progress and we encourage parents to be actively involved in their child’s education.

CurriculumISHCMC is a fully accredited International Baccalaureate (IB) World School offering the IB Primary Years, Middle Years and Diploma Programme. Our approach to education is student-centred following an inquiry based interdisciplinary curriculum. Our curriculum is broad based and academically rigorous.

English as an additional language (EAL)EAL teachers support the development of students’ speaking, listening, reading and writing skills. Students in Kindergarten to Grade 5 whose first language is not English, and who are deemed to need help with their English language skills, are given appropriate EAL support. Grade 6 to 8 students are expected to be at an intermediate level of proficiency. By Grade 9 and 10, students will need an advanced level of English, as they take mainstream subjects. Students in Grade 11 and 12 will be required to have strong English skills in order to enroll at ISHCMC.

Johns Hopkins Center for Talented Youth (CTY)Students at ISHCMC have an opportunity to be invited to join the John Hopkins CTY. Teachers will identify, assess, and recognise students in Grades 2 to 8 with exceptional mathematical and/or verbal reasoning abilities.

Measures of Academic Progress (MAP)MAP tests are conducted twice yearly by students from Grade 3 to Grade 12, in order to help us build individual learning plans for each student. MAP helps you pinpoint—to the goal—strand level—where your students are ready to advance, and where they need help.

Teaching StaffISHCMC is dedicated to providing the highest quality teaching staff from diverse cultural backgrounds to meet the needs of our student cohort. Our teachers have experience teaching in international communities and assisting students in their adjustment to their new school. Many of our teachers have advanced degrees and all of our teachers are committed to bringing out the best in our students.

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Admissionsgetting you where you want to be

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The International School Ho Chi Minh City Admissions is open and looking forward to hearing from you. We offer rolling admissions, allowing entry throughout the year as long as space is available. We aim to make the admissions process a pleasant, informative and straightforward experience.

To inquire about availability of places or for more information about anything covered in this brochure, please contact the Admissions Department at admissions@ishcmc.edu.vn or phone us on +848 3898 9100 ext. 502 or 507.

Admissions meetings and school tours are available by appointment only.

Required documentation for admissions:

Application Form

Application Fee

Copy of child’s passport or Birth Certificate

Recent Passport Photos

Two years previous school records/transcripts/test reports/certified (where applicable). Notary English translation of documents is required

Letter of Recommendation from current Teacher

Completed ISHCMC Medical Report

Vaccination Records /Booklet Copy

Steps for Admissions Process:

Step 1Prospective students who wish to apply can begin the process by submitting a completed Application Form. If a place exists for the student at that time, the Admissions Office will ask for the Application Fee to be paid while the parent completes the rest of the required documentation needed for acceptance. Applications are considered in chronological order of receipt.

Step 2Once all required documents have been submitted and the Application Fee has been received, the Admissions Office will review the application file and submit to the Principal for academic acceptance. More information may be requested from you or the previous school or an appointment for an interview if required by the Principal. From completion of all ISHCMC required documentation by the applying parents, we will then be able to advise acceptance within one week.

Step 3An official acceptance letter will be sent confirming the grade and advising parents of the orientation date and the start date as well as providing information about uniforms and stationary if required. The ISHCMC Medical Report and copy of Vaccination Record will need to be submitted prior to attendance.

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An International Schoolfor children aged 2 -18

International School Ho Chi Minh City 28 Vo Truong Toan Street, District 2,

Ho Chi Minh City, Vietnam

Tel: +84 (8) 3 898-9100 Fax: +84 (8) 3 898-9382

Email: admissions@ishcmc.edu.vn

www.ishcmc.com