PRIMARY SCHOOL

CURRICULUM HANDBOOK
CONTENTS
WELCOME FROM THE PRINCIPAL........................................................................................ 3
THE SCHOOL DAY................................................................................................................. 4
CURRICULUM OVERVIEW..................................................................................................... 4
PRIMARY YEARS PROGRAMME........................................................................................... 5
THE PYP CURRICULUM MODEL........................................................................................... 6
PROGRAMME OF INQUIRY................................................................................................... 6
TRANSDISCIPLINARY THEMES............................................................................................. 6
CONCEPTS............................................................................................................................ 7
PROGRAMME OF INQUIRY................................................................................................... 8
IB PYP LEARNER PROFILE.................................................................................................... 16
ATTITUDES............................................................................................................................ 17
CURRICULUM OVERVIEWS................................................................................................... 20
MATHEMATICS...................................................................................................................... 21
SCIENCE AND TECHNOLOGY.............................................................................................. 21
SOCIAL STUDIES................................................................................................................... 22
LANGUAGES OTHER THAN ENGLISH.................................................................................. 22
PHYSICAL EDUCATION......................................................................................................... 22
PERSONAL AND SOCIAL EDUCATION.................................................................................. 23
THE ARTS.............................................................................................................................. 23
ASSESSMENT....................................................................................................................... 23
STRATEGIES FOR EFFECTIVE ASSESSMENT....................................................................... 24
INTERVIEWS AND REPORTS................................................................................................. 25
HOMEWORK POLICY............................................................................................................ 25
PHILOSOPHY........................................................................................................................ 25
PURPOSE.............................................................................................................................. 25
PARENT TEACHER COMMUNICATION.................................................................................. 26
AFTER SCHOOL ACTIVITIES (ASA)........................................................................................ 27
EXCURSIONS ....................................................................................................................... 27
SCHOOL CAMPS................................................................................................................... 27
 AUSTRALIAN INTERNATIONAL SCHOOL Leading to a Bright Future

WELCOME FROM THE PRINCIPAL

Welcome to the Kindergarten & Primary Campus at the Australian International
School (AIS).

AIS is a school that celebrates the individual child and the values, beliefs, gifts,
talents and diversity of experiences each one contributes to our school community.
We believe our community is our richest resource and we actively draw upon our
diversity, both within our curriculum and in how we express who we are as a
community.

Rachel Perkins We believe a child’s experiences in an international school setting provide great
Primary & Kindergarten opportunities for learning about the diversity and richness that exist in our world.
Principal One of the great benefits of being part of an international school is the opportunity
it provides for us, as a community of adults and children to learn from each other’s
experiences and perspectives. In doing so, we build our understanding of what
it means to be human and develop our own cross cultural understandings and
cultural competencies.

In our school the child is central. Children are the reason we are here and they are
the focus of our thinking in all decision making and curriculum design.

I hope you and your children will enjoy the experience of being a part of our vibrant
community as we continue on our journey to a 'Bright Future'.

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 AUSTRALIAN INTERNATIONAL SCHOOL Leading to a Bright Future

THE SCHOOL DAY

Each class teacher will develop a specific PYP curriculum programme for the year group. This is a general guide to
the students’ school day.

Primary

Homeroom 8.00am - 8.10am

Period 1 8.10am - 8.50am

Period 2 8.50am - 9.30am

Period 3 9.30am - 10.10am

Morning recess 10.10am - 10.40am

Period 4 10.40am - 11.20am

Period 5 11.20am - 12.00pm

Lunch 12.00pm - 12.40pm

Period 6 12.40pm - 1.20pm

Period 7 1.20pm - 2.00pm

Period 8 2.00pm - 2.40pm

Bus departing 2.50pm

After School
2.50pm - 3.50pm
ASA, EAL, VNC programme

Bus departing 4.00pm

CURRICULUM OVERVIEW
The Australian International School Saigon (AIS) curriculum is based on the International Baccalaureate Primary
Years Programme (PYP).

The PYP is an international curriculum framework designed for students between the ages of 3 and 12 years of age.
The PYP focuses on the total growth of the developing student and combines the best research and practice from a
range of national systems to create a relevant and engaging educational programme.

Primary School Curriculum Handbook Page 4 www.aisvietnam.com

 AUSTRALIAN INTERNATIONAL SCHOOL Leading to a Bright Future

The PYP offers a comprehensive inquiry-based approach to teaching and learning methodology. It incorporates
guidelines on student learning styles, pedagology and assessment strategies.

To compliment the PYP we use the mathematics and English outcomes from the Cambridge Primary Curriculum.

PRIMARY YEARS PROGRAMME

The Australian International School (AIS) will continue implementing the Primary Years Programme (PYP) of the
International Baccalaureate Organisation (IB). The Programme at AIS is designed for students from Senior Dynotot
through Year 6. The curriculum framework provides for the development of the whole child. The PYP is a uniquely
international programme focusing on the total growth of the developing child; encompassing social, physical,
emotional and cultural needs in addition to academics.

The PYP provides a shared, transdisciplinary curriculum for primary schools, with a balanced programme of
concepts, knowledge, skills, attitudes and actions. The PYP transdisciplinary curriculum brings individual disciplines
together into a coherent whole, while preserving the essence of each single subject.

The approach to learning focuses on children developing skills and acquiring knowledge that will assist them in
becoming successful life-long learners. Children are encouraged to participate in the development of learning
experiences and are challenged to hypothesise, reflect, question and test in order to construct their own
understandings and thus gain further knowledge.

Across all curriculum areas, your child will:

 develop a deep understanding of important concepts
– Change
– Connection
– Form
– Function
– Perspective
– Reflection
– Causation
– Responsibility
 conduct research into knowledge which has local and global significance
 acquire and practice a wide range of essential skills in Languages, Mathematics, Science, Social Studies,
Technology, Art, Music, Physical Education (PE)
 learn more effectively by using the inquiry based learning approach
 learn and use the skills of a second language and
 be encouraged to develop positive attitudes towards learning, the environment and other people.

By balancing the PYP with concepts, knowledge, skills, attitudes and action, it becomes academically challenging,
personally engaging and globally, nationally and locally relevant.

At AIS and through the PYP curriculum, we set high standards and high expectations, as teachers collaboratively
plan the curriculum to ensure coherent education. Our curriculum incorporates a range of assessment, reporting
and recording strategies in order to give parents clear information about their children’s progress. AIS parents
receive this information via newsletters, update letters, parent-teacher conferences, the sharing and displaying of
student’s work, student led conferences, parent information sessions and through the Primary Years Curriculum
Guide.

At AIS your child will develop, will acquire and practise a range of essential skills and be encouraged to develop
positive attitudes towards their own learning, the environment and others. Children at AIS will also have the
opportunity to be involved in responsible action and social service.

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 AUSTRALIAN INTERNATIONAL SCHOOL Leading to a Bright Future

THE PYP CURRICULUM MODEL

PROGRAMME OF INQUIRY
A key component of the PYP is the Programme of Inquiry. In the Kindergarten the children participate in 4 Units
of Inquiry per year and from Year 1 to Year 6 participate in 6 units per year. The Programme of Inquiry is designed
around six transdisciplinary themes with many inquiry based experiences used to integrate the curriculum.
The children will complete one unit under each transdisciplinary theme each year, to continue to build their
understanding within that theme by:
• having global significance—for all students in all cultures
• offering students the opportunity to explore the commonalities of human experience
• being supported by knowledge, concepts and skills from the traditional subject areas utilised in real life
applications
• being revisited throughout the students’ years of schooling, so that the end result is immersion broad-ranging,
in-depth, articulated curriculum content
• contributing to the common ground that unifies the curriculums in all PYP schools.

TRANSDISCIPLINARY THEMES
(EACH YEAR LEVEL WILL COMPLETE ONE UNIT UNDER EACH THEME)

WHO WE ARE
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human
relationships including families, friends, communities and cultures; rights and responsibilities and what it means to
be human.

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 AUSTRALIAN INTERNATIONAL SCHOOL Leading to a Bright Future

WHERE WE ARE IN PLACE AND TIME

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations
and migrations of humankind; the relationships between and the interconnectedness of individuals and civilisations,
from local and global perspectives.

HOW WE EXPRESS OURSELVES

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the
ways in which we reflect on, extend and enjoy our creativity and our appreciation of the aesthetic.

HOW THE WORLD WORKS

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological)
and human societies; how humans use their understanding of scientific principles; the impact of scientific and
technological advances on society and on the environment.

HOW WE ORGANISE OURSELVES

An inquiry into the interconnectedness of human-made systems and communities; the structure and function of
organisations; societal decision-making; economic activities and their impact on humankind and the environment.

SHARING THE PLANET

An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other
living things; communities and the relationships within and between them; access to equal opportunities; peace and
conflict resolution.

CONCEPTS
Eight fundamental concepts, expressed as key questions, propel the process of inquiry. They are broad in scope
and are intended to define clusters of ideas. These powerful ideas drive the Units of Inquiry which are designed by
teachers and students and lie at the heart of the curriculum model. By attaching 2 or 3 key concepts to each Unit
of Inquiry, we allow for children to make meaningful connections with the body of knowledge and its applications
and relevance in today’s world.

THESE KEY QUESTIONS ARE:

Form What is it like?
Function How does it work?
Causation Why is it like it is?
Change How is it changing?
Connection How is it connected to other things?
Perspective What are the points of view?
Responsibility What is our responsibility?
Reflection How do we know?

Related concepts derived from the key concepts and from the subject areas can also be inquired into throughout
Units of Inquiry. They deepen an understanding of the subject areas while providing further opportunities to make
connections throughout the learning, from one subject to another, and between disciplinary and transdisciplinary
learning.
Examples: Relationships, Conflict, Sustainability, Choice, Lifestyle, Systems, Environment

Primary School Curriculum Handbook Page 7 www.aisvietnam.com

 PROGRAMME OF INQUIRY

WHO WE ARE WHERE WE ARE IN PLACE HOW WE EXPRESS HOW THE WORLD WORKS HOW WE ORGANISE SHARING THE PLANET
AND TIME OURSELVES OURSELVES
An inquiry into the nature of An inquiry into the natural An inquiry into rights and
the self; beliefs and values; An inquiry into orientation An inquiry into the ways world and its laws; the An inquiry into the responsibilities in the struggle
personal, physical, mental, in place and time; personal in which we discover and interaction between the interconnectedness of to share finite resources with
social and spiritual health; histories; homes and journeys; express ideas, feelings, natural world (physical human-made systems and other people and with living
human relationships including the discoveries, explorations nature, culture, beliefs and and biological) and human communities; the structure things; communities and
families, friends, communities, and migrations of humankind; values; the ways in which we societies; how humans and function of organizations; the relationship within them;
and cultures; rights and relationships between and reflect on, extend and enjoy use their understanding of societal decision-making; access to equal opportunities;
responsibilities; what it means the interconnectedness of our creativity; our appreciation scientific principles; the impact economic activities and their peace and conflict resolution.
to be human. individuals and civilizations, of aesthetic. of scientific and technological impact on humankind and the

Primary School Curriculum Handbook

from local and global advances on society and the environment.
perspectives. environment.

Central Idea Central Idea Central Idea Central Idea

We play together to learn, Stories can be told in many Water behaves in different People use different types
to discover and enjoy our ways and create opportunities ways and has different uses. of transport to get from one
relationships. for new perspectives. place to another.

Key Concepts
Key Concepts Key Concepts Key concepts
Form, Function, Connection
Function, Reflection, Form, Perspective, Reflection Form, Function, Causation
Responsibility
Related Concepts
Related Concepts Related Concepts
Play, Safety, Conservation
Related Concepts
AUSTRALIAN INTERNATIONAL SCHOOL

Inference, Beliefs, Network, Systems

Belonging, Fair, Play, Communication
Cooperation Lines of Inquiry
Lines of Inquiry
- Properties of water
Lines of Inquiry
- Forms of transport
Lines of Inquiry - Water in our world
- Different forms of stories

Kindergaretn - Junior
- Why people use different
- How we play, learn, discover, - How water is used
- How people communicate forms of transport
and enjoy friends.

Page 8
through stories
- Similarities and differences
- The connections between
- Why people tell stories between of transport systems
learning, play, discovery and
friends
- The social elements of play
Leading to a Bright Future

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 WHO WE ARE WHERE WE ARE IN PLACE HOW WE EXPRESS HOW THE WORLD WORKS HOW WE ORGANISE SHARING THE PLANET
AND TIME OURSELVES OURSELVES
An inquiry into the nature of An inquiry into the natural An inquiry into rights and
the self; beliefs and values; An inquiry into orientation An inquiry into the ways world and its laws; the An inquiry into the responsibilities in the struggle
personal, physical, mental, in place and time; personal in which we discover and interaction between the interconnectedness of to share finite resources with
social and spiritual health; histories; homes and journeys; express ideas, feelings, natural world (physical human-made systems and other people and with living
human relationships including the discoveries, explorations nature, culture, beliefs and and biological) and human communities; the structure things; communities and
families, friends, communities, and migrations of humankind; values; the ways in which we societies; how humans and function of organizations; the relationship within them;
and cultures; rights and relationships between and reflect on, extend and enjoy use their understanding of societal decision-making; access to equal opportunities;
responsibilities; what it means the interconnectedness of our creativity; our appreciation scientific principles; the impact economic activities and their peace and conflict resolution.
to be human. individuals and civilizations, of aesthetic. of scientific and technological impact on humankind and the
from local and global advances on society and the environment.
perspectives. environment.

Primary School Curriculum Handbook

Central Idea Central Idea Central Idea Central Idea
We are all unique with People communicate their People share spaces in Small creatures play an
different physical and personal ideas and feelings in many our environment and safe important role in our world.
attributes but alike as we use different ways. interactions require choices
our bodies and senses to about our actions.
explore the world. Key Concepts
Key Concepts
Causation, Connection,
Key Concepts
Connection, Perspective responsibility
Key Concepts
Function, Responsibility,
Form, Function Reflection
Related Concepts Related Concepts
Communication, Messages, Relationships, Consequences,
Related Concepts Related Concepts
Creativity Impact
AUSTRALIAN INTERNATIONAL SCHOOL

Systems , Identity, Interactions, Communication,

Interactions, Senses Safety, Choices,
Lines of Inquiry Environments, Lines of Inquiry
- Different forms of - Small creatures in our
Lines of Inquiry

Kindergarten - Senior
communication environment
Lines of Inquiry
- Similarities and differences
- How we can convey and - The role of small creatures
between myself and others - Sharing spaces at school
emphasise ideas and
- Responsibilities for caring for

Page 9
- Body parts and their emotions - How we observe and share
small creatures
functions our classroom systems
- What makes communication
- Using senses to explore the effective - Safe interactions at school
world
Leading to a Bright Future

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 WHO WE ARE WHERE WE ARE IN PLACE HOW WE EXPRESS HOW THE WORLD WORKS HOW WE ORGANISE SHARING THE PLANET
AND TIME OURSELVES OURSELVES
An inquiry into the nature of An inquiry into the natural An inquiry into rights and
the self; beliefs and values; An inquiry into orientation An inquiry into the ways world and its laws; the An inquiry into the responsibilities in the struggle
personal, physical, mental, in place and time; personal in which we discover and interaction between the interconnectedness of to share finite resources with
social and spiritual health; histories; homes and journeys; express ideas, feelings, natural world (physical human-made systems and other people and with living
human relationships including the discoveries, explorations nature, culture, beliefs and and biological) and human communities; the structure things; communities and
families, friends, communities, and migrations of humankind; values; the ways in which we societies; how humans and function of organizations; the relationship within them;
and cultures; rights and relationships between and reflect on, extend and enjoy use their understanding of societal decision-making; access to equal opportunities;
responsibilities; what it means the interconnectedness of our creativity; our appreciation scientific principles; the impact economic activities and their peace and conflict resolution.
to be human. individuals and civilizations, of aesthetic. of scientific and technological impact on humankind and the
from local and global advances on society and the environment.
perspectives. environment.

Primary School Curriculum Handbook

Central Idea Central Idea Central Idea Central Idea Central Idea Central Idea
Healthy relationships depend Our lives and personal Imagination allows us to think, Understanding how materials Products we consume and Interactions between living
on developing a variety of histories are journeys. create and express ourselves behave and interact use are a result of human- things are essential to our
skills and attitudes. in new ways. determines how people use made processes. environment.
them.
Key Concepts
Key Concepts Key Concepts Key Concepts Key Concepts
Change, Connection,
Key Concepts
Function, Causation, Reflection Causation, Perspective Connection, Function, Change Causation Connection,
Connection Reflection Form, Change, Perspective Responsibility

Related Concepts Related Concepts

Related Concepts Related Concepts Related Concepts Related Concepts
Chronology, Self-Discovery, Production, Needs,
Relationships, Problem Identity, Empathy, Invention, Changes, State, Chemistry Geographical Location Growth Cycles, Impact,
AUSTRALIAN INTERNATIONAL SCHOOL

Solving, Cooperation, Fair- Transformation Conservation, Impacts

YEAR 1
Play
Lines of Inquiry Lines of Inquiry Lines of Inquiry
Lines of Inquiry Lines of Inquiry:
- How we are connected - Attributes of materials - Origins of food products
Lines of Inquiry
- How we demonstrate and - How environmental factors
- Personal changes from birth - Exploration and classification - Transportation and storage
- How friends are made and enjoy our imagination influence living things
to now of materials of food
kept
- How our imagination helps - Human impact on the
- Reflection on past - How materials can change - Processes that change

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- Why friends are needed us to consider other people’s environment
experience and be used in different ways natural resources to suit
views
- Characteristics that develop human purposes and systems - Our responsibility for the
- Ways of documenting
healthy relationships - How our imagination opens well-being of other living
personal histories
our minds creatively things
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 WHO WE ARE WHERE WE ARE IN PLACE HOW WE EXPRESS HOW THE WORLD WORKS HOW WE ORGANISE SHARING THE PLANET
AND TIME OURSELVES OURSELVES
An inquiry into the nature of An inquiry into the natural An inquiry into rights and
the self; beliefs and values; An inquiry into orientation An inquiry into the ways world and its laws; the An inquiry into the responsibilities in the struggle
personal, physical, mental, in place and time; personal in which we discover and interaction between the interconnectedness of to share finite resources with
social and spiritual health; histories; homes and journeys; express ideas, feelings, natural world (physical human-made systems and other people and with living
human relationships including the discoveries, explorations nature, culture, beliefs and and biological) and human communities; the structure things; communities and
families, friends, communities, and migrations of humankind; values; the ways in which we societies; how humans and function of organizations; the relationship within them;
and cultures; rights and relationships between and reflect on, extend and enjoy use their understanding of societal decision-making; access to equal opportunities;
responsibilities; what it means the interconnectedness of our creativity; our appreciation scientific principles; the impact economic activities and their peace and conflict resolution.
to be human. individuals and civilizations, of aesthetic. of scientific and technological impact on humankind and the
from local and global advances on society and the environment.
perspectives. environment.

Primary School Curriculum Handbook

Central Idea Central Idea Central Idea Central Idea Central Idea Central Idea
Making informed choices Over time the environment Musical styles from around the People use simple machines There are many people in our People can establish
contributes to having and technology change; this world provide a reflection of to make life easier. community who help us in practices in order to sustain
balanced lifestyles. influences how people play. cultures, beliefs and values. different ways. and maintain the Earth's
resources.
Key Concepts
Key Concepts Key Concepts Key Concepts Key Concepts
Function, Causation,
Key Concepts
Causation, Perspective, Causation, Change, Form, Perspective, Reflection Reflection Function, Connection,
Responsibility Connection Responsibility Change, Responsibility
Reflection
Related Concepts Related Concepts
Related Concepts Related Concepts Related Concepts
Pattern, Musical Styles, Mechanics, Energy,
Related Concepts
Impact, Choices, Lifestyle Chronology, History, Traditions, Technological Advances, Roles, Networks, Citizenship

Year 2
AUSTRALIAN INTERNATIONAL SCHOOL

Innovation, Progress, Cause And Effect, Lifestyle, Choice, Sustainability

Materials, Relationships
Lines of Inquiry Lines of Inquiry Lines of Inquiry
Lines of Inquiry
- Factors that contribute to a - Musical styles from around - How do people help us in
Lines of Inquiry Lines of Inquiry
balanced lifestyle the world the community -The limited nature of Earth’s
- How toys and games have - How simple machines work resources
- How choices impact peoples - Understanding cultures, - Why we need people in the
changed
lifestyles beliefs and values through - How simple machines help community to help us - Personal choices and their

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- Changes in homes, clothes music us impact on sustainability
- The impact of our choices - Different organisations which
and daily lives
- How music is used to - Uses of simple machines cater for specific purposes - Reusing, reducing and
- How the environment and communicate feelings and recycling different materials
technology have changed emotions
Leading to a Bright Future

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 WHO WE ARE WHERE WE ARE IN PLACE HOW WE EXPRESS HOW THE WORLD WORKS HOW WE ORGANISE SHARING THE PLANET
AND TIME OURSELVES OURSELVES
An inquiry into the nature of An inquiry into the natural An inquiry into rights and
the self; beliefs and values; An inquiry into orientation An inquiry into the ways world and its laws; the An inquiry into the responsibilities in the struggle
personal, physical, mental, in place and time; personal in which we discover and interaction between the interconnectedness of to share finite resources with
social and spiritual health; histories; homes and journeys; express ideas, feelings, natural world (physical human-made systems and other people and with living
human relationships including the discoveries, explorations nature, culture, beliefs and and biological) and human communities; the structure things; communities and
families, friends, communities, and migrations of humankind; values; the ways in which we societies; how humans and function of organizations; the relationship within them;
and cultures; rights and relationships between and reflect on, extend and enjoy use their understanding of societal decision-making; access to equal opportunities;
responsibilities; what it means the interconnectedness of our creativity; our appreciation scientific principles; the impact economic activities and their peace and conflict resolution.
to be human. individuals and civilizations, of aesthetic. of scientific and technological impact on humankind and the
from local and global advances on society and the environment.
perspectives. environment.

Primary School Curriculum Handbook

Central Idea Central Idea Central Idea Central Idea Central Idea Central Idea
Relationships are enhanced Regions of the world have Authors use different text Weather and climate are A variety of signs and symbols Human action affects habitats
by learning about other distinctive features that types for specific purposes. affected by seasons, facilitate local and global and ecosystems.
people’s perspectives and represent people, places, geography and the communications.
communicating our own. ideas and historical events. atmosphere.
Key concepts Key Concepts
Key Concepts
Form, Causation, Connection Connection, Causation,
Key Concepts Key Concepts Key Concepts
Form, Connection, Causation Responsibility
Perspective, Reflection Form, Function, Causation Form, Function, Change
Related Concepts
Related Concepts Related concepts
Storytelling, Influences,
Related Concepts Related Concepts Related Concepts
Interpretation, Perspective Culture, Media, Pattern Systems, Food Chains,
Communication, Open Materials, Structures, History, Geography, Topography, Survival
AUSTRALIAN INTERNATIONAL SCHOOL

Mindedness, Civilizations Adaptation, Weather Systems

Lines of Inquiry Lines of Inquiry

Year 3
Lines of Inquiry
- Exploration of text types - Different signs and symbols
Lines of Inquiry Lines of Inquiry Lines of Inquiry
- Connections between
- Authors write for different - Reasons for the
- Social interactions - Landmarks of regions in the - The elements of weather, humans and ecosystems
purposes & development of
world climate and seasons
- Understanding of your own communication systems - How food chains impact on
audiences
perspective - The historical purpose and - Variants in the weather and an animal’s survival
- Specialised systems of

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role of landmarks around the - Personal experiences that climate
- Acknowledging other communication, including - How we can help
world enable responders to connect
perspectives - The cause and effect maps ecosystems flourish
with texts
- How history influences our relationships between
lives today
seasons, geography and the
atmosphere.
- Different ways to predict and
explain weather
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 WHO WE ARE WHERE WE ARE IN PLACE HOW WE EXPRESS HOW THE WORLD WORKS HOW WE ORGANISE SHARING THE PLANET
AND TIME OURSELVES OURSELVES
An inquiry into the nature of An inquiry into the natural An inquiry into rights and
the self; beliefs and values; An inquiry into orientation An inquiry into the ways world and its laws; the An inquiry into the responsibilities in the struggle
personal, physical, mental, in place and time; personal in which we discover and interaction between the interconnectedness of to share finite resources with
social and spiritual health; histories; homes and journeys; express ideas, feelings, natural world (physical human-made systems and other people and with living
human relationships including the discoveries, explorations nature, culture, beliefs and and biological) and human communities; the structure things; communities and
families, friends, communities, and migrations of humankind; values; the ways in which we societies; how humans and function of organizations; the relationship within them;
and cultures; rights and relationships between and reflect on, extend and enjoy use their understanding of societal decision-making; access to equal opportunities;
responsibilities; what it means the interconnectedness of our creativity; our appreciation scientific principles; the impact economic activities and their peace and conflict resolution.
to be human. individuals and civilizations, of aesthetic. of scientific and technological impact on humankind and the
from local and global advances on society and the environment.
perspectives. environment.

Primary School Curriculum Handbook

Central Idea Central Idea Central Idea Central Idea Central Idea Central Idea
The human body relies on People influence the way we Humour is a universal form of Natural forces have an impact Systems have developed to Water travels on a journey and
interacting systems and live through ideas, actions, expression. on the planet. meet the needs of people. is used and re-used along
external factors. and attitudes. the way.

Key Concepts Key Concepts Key Concepts

Key Concepts Key Concepts Key Concepts
Perspective, Form Change, Causation, Form, Function, Connection
Connection, Reflection, Causation, Connection, Connection Function, Responsibility,
Function Perspective Reflection
Related Concepts Related Concepts
Related Concepts
Self-Expression, Reflection, Materials, Sustainability, Finite,
Related Concepts Related Concepts Related Concepts
Imagination, Creativity Geography, Geology, Impact, Resources
Systems, Choice, Health Motivation, History, Character, Adaptation Conservation, Consumption,
AUSTRALIAN INTERNATIONAL SCHOOL

Gender, Adversity, Hardship,

Year 4
Resilience Lines of Inquiry Lines of Inquiry
Lines of Inquiry Lines of Inquiry Lines of Inquiry
- How humor is - The components and
- The function of systems of communicated through the - Plate tectonics, volcanoes organisation of systems - Sources of water,
Lines of Inquiry
the human body arts and earthquakes
- Different transport types - How water sustains life
- How ideas and actions
- The impacts of external - The elements and styles of - How people adapt and serve unique functions
of individual people have - Distribution of water
factors on the body systems comic design prepare for natural disasters
influenced others - The impact of systems on between living things and

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- The interconnection of body - How there are humorous - The effect of natural forces people and the environment communities
- Motivation of influential
systems situations in everyday life on the world and people
people - Responsibilities regarding
- The impact of personal water
- Impact of influential people
choices on the body systems
on history
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 WHO WE ARE WHERE WE ARE IN PLACE HOW WE EXPRESS HOW THE WORLD WORKS HOW WE ORGANISE SHARING THE PLANET
AND TIME OURSELVES OURSELVES
An inquiry into the nature of An inquiry into the natural An inquiry into rights and
the self; beliefs and values; An inquiry into orientation An inquiry into the ways world and its laws; the An inquiry into the responsibilities in the struggle
personal, physical, mental, in place and time; personal in which we discover and interaction between the interconnectedness of to share finite resources with
social and spiritual health; histories; homes and journeys; express ideas, feelings, natural world (physical human-made systems and other people and with living
human relationships including the discoveries, explorations nature, culture, beliefs and and biological) and human communities; the structure things; communities and
families, friends, communities, and migrations of humankind; values; the ways in which we societies; how humans and function of organizations; the relationship within them;
and cultures; rights and relationships between and reflect on, extend and enjoy use their understanding of societal decision-making; access to equal opportunities;
responsibilities; what it means the interconnectedness of our creativity; our appreciation scientific principles; the impact economic activities and their peace and conflict resolution.
to be human. individuals and civilizations, of aesthetic. of scientific and technological impact on humankind and the
from local and global advances on society and the environment.
perspectives. environment.

Primary School Curriculum Handbook

Central Idea Central Idea Central Idea Central Idea Central Idea Central Idea
Understanding different ways Human migration is a The Arts is a unique way of Extraction, conversion & People create ways to buy Finding solutions to conflict
of learning allows people to response to challenges, risks expressing our feelings, beliefs consumption of energy and sell their goods and leads to better quality of life.
respond to their own learning and opportunities. and ideas. affects communities and their services.
needs as well as those of environments.
others. Key Concepts
Key Concepts Key concepts Key concepts
Responsibility, Causation,
Key Concepts
Causation, Perspective, Form, Connection, Function, Connection, Perspective
Key concepts
Reflection Perspective Function, Change, Reflection
Form, Connection, Reflection Responsibility
Related concepts
Related Concepts Related concepts Related concepts
Relationships, Consequences,
Related concepts Related concepts
Population, Settlement, Expression, Movement, Trade, Production, Resolution
AUSTRALIAN INTERNATIONAL SCHOOL

Leadership, Team Work, Goal Impact Performance Pollution, Transformation Consumption, Commodities

Year 5
Setting, Identity, Interaction
Lines of Inquiry
Lines of Inquiry Lines of Inquiry Lines of Inquiry Lines of Inquiry
- Causes of conflict
Lines of Inquiry
- Different perspectives and - Different forms of performing - Forms and sources of - Assigning value to goods
- Effects of conflict resolution
- How the brain works reasons why people migrate arts energy and services
- Responsibilities for living and
- How people construct - Migration through history - The use of elements to - The way energy is -The structure and function of
working together peacefully

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knowledge using different create performing arts transformed & used organizations
- Current day migration has
learning styles
an impact on communities, - How people respond to - The effect of different forms - How technology and money
- How learning styles impact cultures and individuals performing arts of energy on our lives systems impact each other
on the way people engage in
a learning community
Leading to a Bright Future

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 WHO WE ARE WHERE WE ARE IN PLACE HOW WE EXPRESS HOW THE WORLD WORKS HOW WE ORGANISE SHARING THE PLANET
AND TIME OURSELVES OURSELVES
An inquiry into the nature of An inquiry into the natural An inquiry into rights and
the self; beliefs and values; An inquiry into orientation An inquiry into the ways world and its laws; the An inquiry into the responsibilities in the struggle
personal, physical, mental, in place and time; personal in which we discover and interaction between the interconnectedness of to share finite resources with
social and spiritual health; histories; homes and journeys; express ideas, feelings, natural world (physical human-made systems and other people and with living
human relationships including the discoveries, explorations nature, culture, beliefs and and biological) and human communities; the structure things; communities and
families, friends, communities, and migrations of humankind; values; the ways in which we societies; how humans and function of organizations; the relationship within them;
and cultures; rights and relationships between and reflect on, extend and enjoy use their understanding of societal decision-making; access to equal opportunities;
responsibilities; what it means the interconnectedness of our creativity; our appreciation scientific principles; the impact economic activities and their peace and conflict resolution.
to be human. individuals and civilizations, of aesthetic. of scientific and technological impact on humankind and the
from local and global advances on society and the environment.
perspectives. environment.

Primary School Curriculum Handbook

Central Idea Central Idea Central Idea Central Idea Central Idea Central Idea
During our lives there are We are part of the Universe Digital Technology enables The physical and chemical Leadership can be a social The circumstances of a child’s
changes that affect us and are compelled to adapt to us to communicate powerful properties of matter can be function that creates changes life impacts on their present
physically and emotionally. and explore it. messages. altered to address needs. that benefit a community. and future well-being.

Key Concepts Key Concepts Key Concepts Key Concepts Key Concepts Key Concepts
Function, Change, Reflection Perspective, Responsibility, Change, Form, Responsibility Function, Causation, Change, Perspective, Change, Perspective,
Reflection Reflections Responsibility Responsibility

Related Concepts Related Concepts

Related Concepts Related Concepts Related Concepts Related Concepts
Growth, Body Relationships Social Media, 21C Learning
Consequences, Discovery, Properties, Structure, Leadership, Cooperation, Needs And Wants; Equal
AUSTRALIAN INTERNATIONAL SCHOOL

Technology Interdependence, Community, Tension Opportunities,

Lines of Inquiry Transformation

Year 6
Lines of Inquiry - Our responsibility when
Lines of Inquiry Lines of Inquiry Lines of Inquiry
using digital technology
- The physical changes that Lines of Inquiry
- The impact of exploration on - The notion of leadership - Human rights and the action
occur during our lives - Different forms of digital
self and others - The chemical and physical that can be taken to ensure
technology and how its - The qualities and functions
- The emotional changes that properties of matter they are being met
- What motivates individuals changing of leadership
may occur as a result of these

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to explore - processes that change - The changes that need to
physical changes - Expressing ideas and - The role communities play
matter happen to improve the quality
- Use of science and powerful messages in producing change to meet
- Ways of managing these of children’s education
technology to aid - How matter is changed to needs
changes
- Our shared responsibility for
- Exploration meet our needs - The positives and negatives
improving the quality of life of
of different forms of leadership
- What we learn from children in our community
exploration
Leading to a Bright Future

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 AUSTRALIAN INTERNATIONAL SCHOOL Leading to a Bright Future

IB PYP LEARNER PROFILE

The philosophy of the PYP, as it directly affects the child, is expressed in a series of desired attributes and traits that
characterise students with an international perspective. Taken together they create a profile of PYP students, and
therefore of AIS students.

Their natural curiosity has been nurtured. They have acquired the skills necessary to
Inquirers conduct purposeful, constructive research. They actively enjoy learning and their love
of learning will be sustained throughout their lives.

They exercise initiative in applying thinking skills critically and creatively to make sound
Thinkers
decisions and to solve complex problems.

They receive and express ideas and information confidently in more than one language,
Communicators
including the language of mathematical symbols.

They approach unfamiliar situations without anxiety and have the confidence and
Risk-takers independence of spirit to explore new roles, ideas and strategies. They are courageous
and articulate in defending those things in which they believe.

They have spent time in a school which has global relevance and importance. In doing
Knowledgeable
so, they have acquired a critical mass of significant knowledge.

They have a sound grasp of the principles of moral reasoning. They have integrity,
Principled
honesty and a sense of fairness and justice.

They show sensitivity towards the needs and feelings of others. They have a sense of
Caring
personal commitment to action and service.

They respect the views, values and traditions of other individuals and cultures, and are
Open-minded
accustomed to seeking and considering a range of points of view.

They understand the importance of physical and mental balance and personal well-
Balanced
being.

They give thoughtful consideration to their own learning and analyse their personal
Reflective
strengths and weaknesses in a constructive manner.

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ATTITUDES
While recognising the importance of concepts, knowledge and skills, the International Baccalaureate Organisation,
through its PYP and AIS believe that these alone do not make an internationally educated person. It is vital that we
also focus on the development of positive attitudes towards people, the environment and learning.

WE WANT STUDENTS TO DEVELOP

Appreciation appreciating the wonder and beauty of the world and its people.

being committed to their learning, persevering and showing self-discipline and

Commitment
responsibility.

feeling confident in their ability as learners, having the courage to take risks, applying
Confidence
what they have learned and making appropriate decisions.

Cooperation cooperating, collaborating and leading or following as the situation demands.

being creative and imaginative in their thinking and in their approach to problems and
Creativity
dilemmas.

Curiosity being curious about the nature of learning and of the world, its people and cultures.

imaginatively projecting themselves into another's situation, in order to understand

Empathy
his/her thoughts, reasoning and emotions.

Enthusiasm enjoying learning.

thinking and acting independently, making their own judgments based on reasoned
Independence
principles and being able to defend their judgments.

Integrity having integrity and a firm sense of fairness and honesty.

Respect respecting themselves, others and the world around them.

feeling sensitivity towards differences and diversity in the world and being responsive
Tolerance
to the needs of others.

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TRANSDISCIPLINARY SKILLS
These skills are best developed in the context of authentic situations such as those offered through the PYP units of
inquiry.

All our teachers foster and support the development of skills by providing opportunities embedded in authentic
learning experiences, relevant for students to interpret this expectation in age appropriate ways

When learning about and through the subject areas, students acquire the particular skills that define the discipline of
those subjects. For example, in language the students become literate, and in mathematics they become numerate.
The acquisition of literacy and numeracy, in its broadest sense, is essential, as these skills provide students with the
tools of inquiry.

Nonetheless, the PYP position is that, in order to conduct purposeful inquiry and in order to be well prepared for
lifelong learning, students need to master a whole range of skills beyond those normally referred to as basic. These
include skills, relevant to all the subject areas and also transcending them, needed to support fully the complexities
of the lives of the students.
• social skills
• communication skills
• thinking skills
• research skills
• self-management skills

These skills are valuable, not only in the units of inquiry, but also for any teaching and learning that goes on within
the classroom, and in life outside the school.

THINKING SKILLS
• Acquisition of knowledge
• Comprehension
• Application Analysis
• Synthesis Evaluation Dialectical thought
• Metacognition
• Gaining specific facts, ideas, vocabulary; remembering in a similar form
• Grasping meaning from material learned; communicating and interpreting learning
• Making use of previously acquired knowledge in practical or new ways
• Taking knowledge or ideas apart; separating into component parts; seeing relationships; finding unique
characteristics
• Combining parts to create wholes; creating, designing, developing and innovating
• Making judgments or decisions based on chosen criteria; standards and conditions
• Thinking about two or more different points of view at the same time; understanding those points of view;
being able to construct an argument for each point of view based on knowledge of the other(s); realizing that
other people can also take one’s own point of view
• Analysing one’s own and others’ thought processes; thinking about how one thinks and how one learns

SOCIAL SKILLS
• Accepting responsibility
• Respecting others
• Cooperating and resolving conflict
• Group decision-making
• Adopting a variety of group roles
• Taking on and completing tasks in an appropriate manner; being willing to assume a share of the

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responsibility
• Listening sensitively to others; making decisions based on fairness and equality; recognizing that others’
beliefs, viewpoints, religions and ideas may differ from one’s own; stating one’s opinion without hurting others
• Working cooperatively in a group; being courteous to others; sharing materials; taking turns
• Listening carefully to others; compromising; reacting reasonably to the situation; accepting responsibility
appropriately; being fair
• Listening to others; discussing ideas; asking questions; working towards and obtaining consensus
• Understanding what behaviour is appropriate in a given situation and acting accordingly; being a leader in
some circumstances, a follower in others

COMMUNICATION SKILLS
• Listening and Speaking
• Reading Writing and Viewing
• Presenting
• Non-verbal communication
• Listening to directions; listening to others; listening to information
• Speaking clearly; giving oral reports to small and large groups; expressing ideas clearly and logically; stating
opinions
• Reading a variety of sources for information and pleasure; comprehending what has been read; making
inferences and drawing conclusions
• Recording information and observations; taking notes and paraphrasing; writing summaries; writing reports;
keeping a journal or record
• Interpreting and analysing visuals and multimedia; understanding the ways in which images and language
interact to convey ideas, values and beliefs; making informed choices about personal viewing experiences
• Constructing visuals and multimedia for a range of purposes and audiences; communicating information
and ideas through a variety of visual media; using appropriate technology for effective presentation and
representation
• Recognising the meaning of visual and kinesthetic communication; recognising and creating signs;
interpreting and utilising symbols

SELF-MANAGEMENT SKILLS
• Gross motor skills
• Fine motor skills Spatial awareness
• Organisation Time management Safety
• Healthy lifestyle Codes of behaviour Informed choices
• Exhibiting skills in which groups of large muscles are used and the factor of strength is primary
• Exhibiting skills in which precision in delicate muscle systems is required
• Displaying a sensitivity to the position of objects in relation to oneself or each other
• Planning and carrying out activities effectively. Using time effectively and appropriately
• Engaging in personal behaviour that avoids placing oneself or others in danger or at risk
• Making informed choices to achieve a balance in nutrition, rest, relaxation and exercise; practising appropriate
hygiene and self-care
• Knowing and applying appropriate rules or operating procedures of groups of people
• Selecting an appropriate course of action or behaviour based on fact or opinion

RESEARCH SKILLS
• Formulating questions
• Observing Planning

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• Collecting data
• Recording data Organising data Interpreting data
• Presenting research findings
• Identifying something one wants or needs to know and asking compelling and relevant questions that can be
researched
• Using all the senses to notice relevant details
• Developing a course of action; writing an outline; devising ways of finding out necessary information
• Gathering information from a variety of first- and second-hand sources such as maps, surveys, direct
observation, books, films, people, museums and ICT
• Describing and recording observations by drawing, note taking, making charts, tallying, writing statements
• Sorting and categorising information; arranging into understandable forms such as narrative descriptions,
tables, timelines, graphs and diagrams
• Drawing conclusions from relationships and patterns that emerge from organised data
• Effectively communicating what has been learned; choosing appropriate media

CURRICULUM OVERVIEWS
At AIS our curriculum has a focus on languages (English, Chinese, and Vietnamese), Mathematics, Science and
Technology, Social Studies, Personal and Physical Education and Performing and Visual Arts.

LANGUAGE
At AIS our language of instruction is English. For the purposes of planning and assessment we segregate English
into 3 sections; oral communication (speaking and listening), written communication (reading and writing) and
viewing. We develop comprehensive programmes that move our students through the stages of know, understand
and use. We acknowledge the differing levels of language ability and we differentiate our curriculum to cater for
individual abilities.

Cambridge Primary English informs the Language planning. This enables learners to communicate confidently and
effectively and to develop the critical skills to respond to a range of information, media and texts with understanding
and enjoyment. Learners who follow this curriculum framework will develop a first language competency in English
based on a curriculum designed to be successful in any culture and to promote cross-cultural understanding.

We view English as an inclusive language and we encourage students to use English at all times during the school
day. Our students come from a variety of language backgrounds but the one language they have in common is
English. To help build and establish healthy relationships, English must be used as it includes the largest section of
our school community.

The PYP recognises that language, our major means of thinking and communicating, is fundamental to learning. It
underpins and permeates the whole curriculum. We nurture an appreciation of the richness of language, including a
love of literature. Whilst the areas of language can be listed and observed separately, we view them as interrelated
and interactive, with learning in one area supporting learning in the others. This is of particular relevance in an
international school where every teacher is a language teacher.

Language does much more than promote cognitive growth. At AIS, we believe that mother tongue language
development is crucial for maintaining cultural identity and emotional stability. The acquisition of more than one
language enriches personal growth and helps facilitate inter-cultural understanding. International schools have a
special responsibility to recognise and support each and every aspect of language development.

ASPECTS OF LANGUAGE
• Oral communication – Speaking and Listening
• Written communication – Reading and Writing
• Visual communication

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MATHEMATICS
Our rapidly changing technological world is placing ever increasing demands of the mathematical skills and
understandings of its citizens. As the PYP has considered how it can help students meet these demands, it has
become clear that the place of mathematics in the curriculum is as a service discipline providing global language
through which we make sense of the world around us. Such is the power of mathematics in describing and
analysing that it has become a highly effective tool for solving problems.

Cambridge Primary Mathematics informs the mathematics planning. The mathematics curriculum framework
explores five content areas: number, geometry, measure, handling data and problem solving. This curriculum
focuses on principles, patterns, systems, functions and relationships so that learners can apply their mathematical
knowledge and develop a holistic understanding of the subject.

At AIS we want our students to become fluent users of the language of mathematics and look upon mathematics
as a way of thinking rather than a fixed body of knowledge. It is our conviction that students acquire mathematical
understanding by constructing their own meaning, concept by concept, through ever increasing levels of
abstraction. Moreover, it is fundamental to the PYP’s philosophy that, since it is to be used in context, mathematics
needs to be taught in relevant and realistic contexts.

Even though we believe computational abilities are important, it is now obvious that obtaining right answers by single
standard paper and pencil methods is not sufficient. In today’s society we need the flexibility of choosing among
available resources, be they computer or calculator, pencil and paper or mental computation methods. Students
also need to have the capability to judge the reasonableness of answers through estimation or cross-checking with
alternative methods. Furthermore, decision making ability is required to apply the correct computational procedure
to problems not previously experienced.

The study of mathematics should also provide students with the opportunity to make mathematical connections.
Making connections assist students in using mathematics as an integrated whole rather than as an isolated set of
topics and to acknowledge its relevance and usefulness both in and out of school. The mathematics curriculum
provides students with the opportunity to recognise relationships among different topics of mathematics, as well as
to other disciplines such as Art, Music, Science and Business.

SCIENCE AND TECHNOLOGY

SCIENCE
Science is the exploration of behaviour and the interrelationship among the natural, physical and material world
using the rational process of scientific theory.

Both knowledge and problem-solving skills are necessary to identify and solve real world problems. The scientific
process is a problem-solving activity that requires the use of critical thinking and decision making. Students are
taught to use problem-solving skills to improve their own lives and deal responsibly with science related societal
issues.

TECHNOLOGY
The technologically literate citizen appreciates the value of technology in society and understands its limitations.
Students need to understand the relationship involved between technology and society; and how society influences
and controls our technological world; and how technology changes our society and the way we live our lives.

ASPECTS OF SCIENCE AND TECHNOLOGY

• Living things
• Earth and space
• Materials and matter
• Forces and energy

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SOCIAL STUDIES
Social Studies is a diverse subject area drawing on several overlapping and complementing disciplines. The
primary purpose of social studies is to help young people develop the ability to make informed and reasoned
decisions for the public good as a citizen of a multicultural society in an interdependent world. Future citizens
need to be humane, rational, contributing members of society in a world that is rapidly changing and increasingly
interdependent. Students need to learn to adapt to continual change in the world.

Social Studies at AIS is international. It teaches respect of views, values and traditions of other individuals and
cultures, where students become accustomed to seeking and considering a range of points of view. Emphasis is
placed on celebrating and exploring diversity in other cultures and traditions and developing a depth of intercultural
understanding.

ASPECTS OF SOCIAL STUDIES

• History
• Geography
• Society

LANGUAGES OTHER THAN ENGLISH

All Primary students have access to Vietnamese through the Vietnamese National Curriculum (VNC) for Vietnamese
nationals or Vietnamese Language and Culture for non-Vietnamese students.

Mandarin is taught from Years 2-6.

The focus of language learning at AIS is to expose students to additional languages and develop appropriate
vocabulary. Students entering the Middle School will have the opportunity to study these languages in greater depth.

PHYSICAL EDUCATION
Through Physical Education (PE), students learn about the complexities of physical movement and explore the
skills associated with different areas of PE. They learn to understand what they can and cannot do physically and
become aware of their own strengths and weaknesses in this discipline. Physical activity is an essential aspect of
a well-balanced, healthy lifestyle and learning through PE helps to build self-esteem, confidence, cooperation and
fitness.

At AIS the children participate in weekly PE lessons taken by a specialist teacher. These lessons focus on gross
motor, skill development, team work and physical fitness. Children participate in modified and rule based games
and have the opportunity to participate in competitions against other schools.

Swimming and water safety are important aspects of a child’s development. All children from Years 1-6 participate
in a swimming programme with qualified swim instructors. Kindergarten participate in a water confidence and
familiarisation programme.

ASPECTS OF PHYSICAL EDUCATION

• Body control and spatial awareness
• Adventure challenge
• Athletics
• Movement to music
• Games
• Gymnastics
• Health-related activities

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PERSONAL AND SOCIAL EDUCATION

Personal and social education is concerned with developing the attributes and dispositions embodied in the Learner
Profile of the PYP, together with the Attitudes.

Students need to be prepared to address moral issues in their lives and should act upon a set of positive values
such as justice, respect for human rights and dignity. It is through exposure to new and difficult issues in a non-
threatening environment that students are able to develop their own positive values and prepare for their role as
international citizens.

ASPECTS OF PERSONAL AND SOCIAL EDUCATION

• Self-concept
• Health and safety
• Interaction with others
• Organisation for learning

THE ARTS
The Arts at AIS consists of both Performing and Visual Arts. The Arts are an important curriculum area as we
consider them to be a powerful language for expressing and processing feelings and understandings.

Children receive specialist instruction in Music and Visual Arts and learn about performance, creativity of expression
and musical notation. In Music the children have the opportunity to learn recorder and participate in percussion and
choral activities.

ASPECTS OF VISUAL ARTS

• Creative process
• Elements of art and design
• Visual art in society
• Reflection and appreciation

ASPECTS OF MUSIC
• Performing: singing
• Performing: playing instruments
• Creating and composing
• Notation
• Listening and appreciation

ASPECTS OF DRAMA
• Creative exploration and expression
• Technical incorporation
• Performance
• Personal and social development
• Reflection and evaluation
• Drama in society

ASSESSMENT
In the Primary School at AIS, we believe that assessment is an integral part of the teaching and learning process. It
is the gathering and analysis of information about the student’s performance. Assessment identifies what students

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 AUSTRALIAN INTERNATIONAL SCHOOL Leading to a Bright Future

can do, what they know, what they understand and how they feel at different stages in the learning process.
Assessments allow children to demonstrate newly acquired skills and knowledge through a variety of media.

Assessment is central to our aim of catering for individual needs and helping students achieve their personal best.
It helps teachers identify a point at which student performance begins to break down. The information gathered is
used to adapt future learning programmes and scaffold experiences to allow individuals to improve performance.

Assessment occurs in all facets of school experience and is instrumental in the achievement of the PYP’s goal of
thoughtfully and effectively guiding children through the five essential elements of learning: the understanding of
concepts, the acquisition of knowledge, the mastery of skills, the development of attitudes and the decision to take
responsible action.

STRATEGIES FOR EFFECTIVE ASSESSMENT

OBSERVATION
All children are observed often. They are observed in the context of the whole class and individually. Observations
are recorded in a variety of ways depending on the context. The larger the number of relevant observations, the
richer the available evidence, and the more dependable the conclusion about a child’s development. The contexts
in which children are being observed are, wherever possible, meaningful and interesting to the child.

PERFORMANCE ASSESSMENTS
These are assessments of goal-directed tasks with established criteria that are authentic challenges and problems.
There are numerous approaches to the challenges/problems that require the use of many skills and there is rarely
only one correct response.

PROCESS-FOCUSSED ASSESSMENTS
The students’ transdisciplinary skills are regularly observed and these observations are documented in a variety of
formats.

OPEN-ENDED TASKS
In structuring open-ended tasks, teachers are able to gauge how far students are able to go with a specific activity.
Thought is given to the types of responses children make and the information this gives.

SUMMATIVE ASSESSMENT
We use a range of summative assessment strategies. These include the Cambridge Primary Curriculum Progress
tests and Year 6 Check Point Test.

Cambridge Primary Progression Tests provide valid internal assessment of knowledge, skills and understanding in
English and mathematics. The tests:

Enable learning to be assessed each year

Provide detailed information about the performance of each learner for stages 3, 4, 5 and 6

Enable teachers to give structured feedback to learners and parents

Enable teachers to compare strengths and weaknesses of individuals and groups

Cambridge Primary Checkpoint is a diagnostic testing service that helps your learners by giving comprehensive
feedback on their strengths and weaknesses in each subject area.

We offer Cambridge Primary Checkpoint tests twice a year and they are usually taken at the end of Cambridge
Primary. The tests are marked in Cambridge and each learner receives a statement of achievement and a diagnostic
report.

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INTERVIEWS AND REPORTS

AIS uses a range of strategies to communicate and discuss student progress with parents:
• Settling in interviews are held in the first month of the school year to gather information about students and to
inform parents of how each child is adjusting to their new class
• Student Led Conferences at the end of Term 3
• Unit of Inquiry reports are sent home at the end of each Semester. These reports are comprehensive reviews
of each student’s performance in key areas studied throughout the Unit of Inquiry

HOMEWORK POLICY
Homework can serve several purposes. It affords a valuable link between school and home, keeping parents
informed of the kind of work being done at school.

PHILOSOPHY
We believe that homework, when given in small amounts, can have a benefit to the learning of children. The type of
homework given should always consolidate and build upon work already covered in class. The homework given in
AIS Primary should be a small part of a balanced after-school time for children. Through only giving small amounts
of homework we aim to protect the important time for children to exercise, build relationships with family and
neighbours and engage in creative and unstructured play.

PURPOSE
• To build upon or revise concepts being explored in classrooms
• To rehearse skills taught in class time
• To facilitate independent research skills
• To help children develop independent study skills

It is recommended that parents remain aware of their children's homework, course work and research
commitments. Helping to ensure that time is set aside and that there is a quiet place to study is of particular
assistance in establishing good study habits.

YEAR 1
• Nightly shared reading with parents 40 minutes per week
• Practise of sight words 20 minutes per week
• Teacher initiated tasks related to Reading, Mathematics, UOI 30 minutes per week
• Weekly spelling as appropriate 10 minutes per week

YEAR 2
• Nightly shared reading with parents 40 minutes per week
• Practise of sight words 20 minutes per week
• Teacher initiated tasks related to Reading, Mathematics, UOI 40 minutes per week
• Weekly spelling as appropriate 20 minutes per week

YEAR 3
• 15 minutes of sustained independent reading each night 60 minutes per week
• 5 minutes of shared reading 20 minutes per week
• PYP-based homework spread over the week 30 minutes per week
• Consolidation of Mathematics concepts 20 minutes per week

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• Weekly spelling as appropriate 20 minutes per week

YEAR 4
• 20 minutes of sustained independent reading each night 80 minutes per week
• PYP-based homework spread over the week 40 minutes per week
• Consolidation of Mathematics concepts 30 minutes per week
• Weekly spelling 20 minutes per week

YEAR 5
• 25 minutes of sustained independent reading each night 100 minutes per week
• PYP-based homework spread over the week 40 minutes per week
• Consolidation of Mathematics concepts 30 minutes per week
• Weekly spelling 20 minutes per week

YEAR 6
• 30 minutes sustained independent reading each night 120 minutes per week
• PYP- based homework spread over the week 50 minutes per week
• Consolidation of Mathematics concepts 30 minutes per week
• Weekly spelling 20 minutes per week

Appropriate online learning (Reading Eggs, Mathletics) to support in-class programmes can be assigned as an on-
going task.

Spelling City may be used from Year 3 to build weekly spelling lists.

PARENT TEACHER COMMUNICATION

The potential for learning is enhanced when there is open dialogue between the home and school environment. AIS
works closely with parents through open and regular communication.

The School communicates with parents in a variety of ways. These include:

• ‘Meet the teacher’ information evening at the beginning of the academic year
• Regular letters and newsletters to parents
• Parent Teacher formal interviews twice a year
• Comprehensive academic reports at the end of each Unit of Inquiry
• Progress learning reports
• Individual interviews at the request of a parent or teacher
• PYP related workshops for parents
• Parent information evenings
• Email communication between parents and teachers
• Portfolio sharing
• Using the communication diary
• See Saw

Communication between home and school is vitally important and we encourage parents to be informed and to ask
questions or share concerns whenever necessary.

In order to maintain a professional relationship between staff and parents at all times, we would ask all parents to be
aware of and to follow the protocols below in communicating with Primary School staff.

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AFTER SCHOOL ACTIVITIES (ASA)

ECAs are offered each day of the week in Semester 1 and in Semester 2. Information about ECAs is sent out to
parents prior to each Semester and students sign up for 1 or more activities each week.

Examples of what is available includes:

 GLEE Club
 Gymnastics
 Art
 Craft
 Math Club
 Chess
 Lego
 Junk Modeling
 Cards
 Basketball
 Soccer
 Netball
 Swim Squad

Please note: classes have minimum and maximum sizes so it is not always possible for students to be in their first
choice activity.

EXCURSIONS
Excursions and fieldtrips are an integral part of the school curriculum and attendance is compulsory. The cost of
visiting performers or speakers and other activities is covered by the school. Parents will be advised in advance
of any scheduled trips. We commit to providing experiential learning opportunities for the students which support
classroom programmes. Parents may be asked to join an excursion to provide increased adult supervision.

SCHOOL CAMPS
Children from Year 2 – Year 6 attend school camps. School camps vary from 1 – 4 nights depending on the age
and year level of children. School camps are an integral part of the academic and outdoor education programme
at AIS and as such are considered compulsory. School camps are facilitated by experienced outdoor education
companies operating in Vietnam and attended by teachers and support teachers from AIS.

Camps are an opportunity for children to develop independence and self esteem and parents are requested not to
attend camps or stay at venues where camps will take place. The cost of these trips, including accommodation and
transportation is covered within tuition fees.

All camp information will be communicated to parents one month prior to the camp taking place. If parents have
any queries or concerns about proposed camps they should make an appointment to discuss these with the
organising teacher or Primary Principal.

Primary School Curriculum Handbook Page 27 www.aisvietnam.com

Thu Thiem Campus
(Kindergarten – Year 13)
264 Mai Chi Tho (East-West Highway) | An Phu Ward | District 2 | HCMC | Vietnam
t: +84 28 3742 4040

Thao Dien Campus

(Kindergarten – Year 6)
APSC Compound | 36 Thao Dien Road | Thao Dien Ward | District 2 | HCMC | Vietnam
t: +84 28 3744 6960

Xi Campus
(Kindergarten)
190 Nguyen Van Huong Street | Thao Dien Ward | District 2 | HCMC | Vietnam
t: +84 28 3519 2727

www.aisvietnam.com
[email protected]
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