The diplomats, Vietnamese working, studying abroad and overseas families while working in Vietnam, investment, their children after a period of study abroad when they return will also need a suitable school to continue studying.The investment, the international standard construction to serve the learning needs of the children, where the foreign investors, organizations and companies working in Hanoi, and children of Vietnams Foreign workers, overseas Vietnameses returning the country for investment is a practical contribution to the cause of industrialization and modernization of the country, increasing the attractiveness of Vietnam in general and Hanoi in particular for the world. Moreover, investing in such project will help Vietnam educational system to evolve and integrate with other system of countries in local and global region.
Trang 1FOREIGN TRADE UNIVERSITY FACULTY OF BUSINESS ADMINISTRATION
-*** -REPORT OF MID-TERM INTERNSHIP EVALUATION FOR TEACHING PROGRAM OF INTERNATIONAL SCHOOL OF VIETNAM (ISV)
Full name: Nguyen Hang Dieu Student ID: 1001020204
Class: A1 CLC QTKD K49 Guidance teacher: Ms Tang Thi Thanh Thuy, MBA
Hanoi, July 2013
Trang 2Chapter I: Introduction to ISV 1
1 General information 1
2 Developing progress 2
3 Specialized working field 2
3.1 Vision 2
3.2 Aims 2
3.3 Values 3
4 School organizational chart 3
Chapter II: Analyzing teaching program International Baccalaureate (IB) 4
1 Introduction to International Baccalaureate Organization and its programs (IB) 4
2 Operation of IB program 5
2.1 The IB Primary Years Program (PYP) 5
2.2 The IB Middle Year Program (MYP) 9
2.2.1.1 Approaches to learning 10
2.2.1.2 Community and service 10
2.2.1.3 Human ingenuity 10
2.2.1.4 Environment 11
2.2.1.5 Health and social education 12
2.2.2 MYP assessment 13
2.2.3 Continuous assessment 13
2.2.4 Final assessment 13
2.2.5 Validation of grades 14
2.3 The IB Diploma Program 14
2.3.1 The Diploma Program core 15
2.3.2 The curriculum 16
2.3.3 Assessment 16
3 Ability of providing 16
Trang 34 Economic efficiency 17
4.1: Financial resources of the School include: 17
4.2 Analysis of project performance 17
4.2.1 Admission fee: 17
4.2.2 Additional revenue: 17
4.3 Cost: 20
4.4 Taxes and Expense: 21
4.5 Profit distribution: 21
5 Limitations 21
Chapter III: Recommendations 21
Conclusion and summarize of the internship 23
Refferences 24
Trang 4In recent years, since Vietnam became a member of the World TradeOrganization (WTO), especially after the decision to expand the capital of thePrime Minister, Hanoi became one of the largest capitals of the world Theforeign investment projects in Hanoi are thriving The representative offices,organizations and foreign companies are located in Hanoi needing a school ofinternational standard and are recognized worldwide for their children tolearn
The diplomats, Vietnamese working, studying abroad and overseas familieswhile working in Vietnam, investment, their children after a period of studyabroad when they return will also need a suitable school to continue studying.The investment, the international standard construction to serve the learningneeds of the children, where the foreign investors, organizations andcompanies working in Hanoi, and children of Vietnam's Foreign workers,overseas Vietnameses returning the country for investment is a practicalcontribution to the cause of industrialization and modernization of thecountry, increasing the attractiveness of Vietnam in general and Hanoi inparticular for the world Moreover, investing in such project will helpVietnam educational system to evolve and integrate with other system ofcountries in local and global region
With the above fact and the experience from one month of internship in
International School of Vietnam – an international environment with the attendance of both foreigner and Vietnamese staffs, I want to present the topic
“Evaluation for teaching program of International School of Vietnam (ISV)”.
The large scope and complexity of the research, in addition with limitation of
my knowledge, leave the topic inevitable shortcomings and mistakes I hope
to receive your comments and recommendations to make the topic better.Thank you for your kind guidance!
Trang 5Chapter I: Introduction to ISV
1.General information
International School of Vietnam (ISV) is a project of Tuan Duc LimitedCompany The purpose of the project is to provide a high quality internationaleducation in Vietnam and the region by nurturing, empowering andconnecting students with their environment After several years obtainingnecessary documents, licenses and building facilities, ISV has gone tooperation in September 2012 Some key information about the project is:1.1 School name, school type, location
International School of Vietnam
No 6-7 Nguyen Cong Thai Street, Dai Kim Urban Area, Dinh Cong, Hoang Mai, Hanoi, Vietnam
Total capital: VND 385 billion
Authorized capital: VND 200 billion
Equity and loan from bank: VND 185 billion
2 Developing progress.
-Time of planning, designing and building ISV facilities: 3 years (08/2007- 08/2011)
-Time of starting enrolment: 09/2012
3 Specialized working field
3.1 Vision
The International School of Vietnam aspires to be the most respected provider
of quality international education in Hanoi city by nurturing, empowering andconnecting students with their environment
Nurture - Empower - Connect
3.2 Aims
-The aims of setting up ISV (The international school of Vietnam) in Hanoi have some main characteristics:
Trang 6-Teaching international students from grade kindergarten to grade 12 in
multilanguage program accepted by International Baccalaureate Organisation and applied in 3150 schools in 140 countries in the world.Graduated students
of the shool can attend any school in the world
-In first two years,the school allows from 200 to 400 students to study and reach the number of 1080 students when completing
-Objective of supplying is foreign student accompnied with their parents to work in Vietnam,Vietnamese students has desire of studing abroad for
university and international students want to study in Vietnam
-Providing students with a international education to help them to intergrate with advanced teaching program to develope economy and society
To inspire our students and nurture in them a love of learning.
To empower our students with the knowledge, understanding and skills
to ensure they achieve their academic potential
To connect the curriculum with the mind in ways that are exciting,
challenging, academically ambitious, as well as fun
To ensure that assessment is rigorous and consistent
Trang 7Chart 1.1: ISV organizational structure
(Source: Proposal for establishing International School of Vietnam)
Chapter II: Analyzing teaching program International Baccalaureate (IB)
1 Introduction to International Baccalaureate Organization and its
programs (IB)
International Baccalaureate Organization (IBO) is an international educationalfoundation headquartered in Geneva, Switzerland and founded in 1968 IBOhas representative office at Bath, Beijing, Cardiff, Geneva, Mumbai, NewYork, Singapore, Sydney, Tokyo and Vancouver The mission of theserepresentative offices is to support schools in 4 regions: Africa, Europe,Middle East, Pacific Asia, Latin America, North America, and Caribbean There are 1.989 IBO members in over 125 countries over the world with530.000 students from the age of 3 to 19 (*) IBO has been famous for itshigh quality education programs for 35 years In particular, the Diplomaprogram of IBO is highly appreciated by top universities like Harvard Hereare some programs that IBO offers:
The International Baccalaureate (IB) is a non-profit educational foundation,motivated by its mission, focused on the student
Four programs for students aged 3 to 19 help develop the intellectual,personal, emotional and social skills to live, learn and work in a rapidlyglobalizing world
Trang 8Founded in 1968, we currently work with 3,632 schools in 146 countries todevelop and offer four challenging programs to over 1,116,000 students aged
3 to 19 years (*)
The International Baccalaureate aims to develop inquiring, knowledgeableand caring young people who help to create a better and more peaceful worldthrough intercultural understanding and respect
To this end the organization works with schools, governments andinternational organizations to develop challenging programs of internationaleducation and rigorous assessment
These programs encourage students across the world to become active,compassionate and lifelong learners who understand that other people, withtheir differences, can also be right
The IB continuum of international education is unique because of itsacademic and personal rigor, challenging students to excel in their studies and
in their personal growth
The IB Primary Years Program (PYP), for students aged 3 to 12,
focuses on the development of the whole child as an inquirer, both in theclassroom and in the world outside
The IB Middle Years Program (MYP), for students aged 11 to 16,
provides a framework of academic challenge that encourages students toembrace and understand the connections between traditional subjects andthe real world, and become critical and reflective thinkers
The IB Diploma Program , for students aged 16 to 19, is an
academically challenging and balanced program of education with finalexaminations that prepares students for success at university and beyond
The IB Career-related Certificate , for students aged 16 to 19, is the
newest offering from the IB The IBCC incorporates the vision andeducational principles of the IB Programs into a unique offering specificallydesigned for students who wish to engage in career-related learning
2.Operation of IB program.
2.1 The IB Primary Years Program (PYP)
The IB PYP for students aged 3 to 12, focuses on the development of thewhole child as an inquirer, both in the classroom and in the world outside.The most significant and distinctive feature of the IB PYP is the sixtransdisciplinary themes
These themes are about issues that have meaning for, and are important to,all of us The program offers a balance between learning about or throughthe subject areas, and learning beyond them
Trang 9The six themes of global significance create a transdisciplinary frameworkthat allows students to “step up” beyond the confines of learning withinsubject areas.
1 Who we are
2 Where we are in place and time
3 How we express ourselves
4 How the world works
5 How we organize ourselves
6 Sharing the planet
The program puts great emphasis on learning about these transdisciplinarythemes Each themes is addressed each year by all students,with theexception of students aged 3 to 5,who may engage explicitly with four ofthe themes each year The themes provide the opportunity to incorporatelocal and global issues into the curriculum
The tranditional disciplines retain a role in the IB PYP The six specifiedsubjects are language,mathematics,science,social studies,arts,and personal,social and physical education
The overall expectations for each subject area are defined for each year ofthe program
The program encourages students to become:
-Inquirers: their natural curiosity has been nurtured and they actively enjoylearning
-Thinkers: they exercise initiative in applying thinking skills critically andcreatively to solving complex problems
-Communicators: they receive and express ideas and informationconfidently in more than one language
-Risk-takers: they approach unfamiliar situations without anxiety and havethe confidence to explore new ideas
-Knowledgeable: they have explored themes that have global significanceand have acquired a critical mass of knowledge
-Principled: they have a sound grasp of principles of moral reasoning andhave acquired integrity, honesty and a sense of justice
-Caring: they show sensitivity towards the needs and feelings of others,and have a sense of personal commitment to helping others
-Open-minded: they respect the values of other individuals and culturesand seek to consider a range of points of view
-Well-balanced: they understand the importance of physical and mentalbalance and personal well-being
Trang 10-Reflective: they give thoughtful consideration to their own learning byconstructively analyzing their personal strengths and weakness.
The six transdisciplinary themes help teachers to develop a program ofinquiries-in-depth investigations into important ideas, identified by theteachers, and requiring a high level of involvement on the part of students.These inquiries are substantial, in-depth and usually last for several weeks.For example, inquiry about “Sharing the planet” for students aged 8 and 9,
we might look at “Finite resources-infinite demands” In order tounderstand better the central idea that “our planet has limited resourcesthat are unevenly distributed”, and using water as an example, we wouldinquire into where water comes from, how different people and countriesuse water, how much water we use, what happens after we have used it,the distribution of usable water around the world, how human activity hasaffected the availability of water, and our responsibility for waterconservation To support this inquiry, students would develop knowledgeand acquired skills derived from science and social studies In addition,they would develop transdisciplinary skills such as critical thinking,communication and time management
In an inquiry about “who we are” for students aged 4 to 5, we might look
at “families and friends” In order to understand better the centre idea that
“people need families and friends”, we might look at how families aresimilar and different across cultures, how we make and keep friends, why
we need families and friends, and families and friends through literatureand the arts To support this inquiry, students would develop knowledgeand acquire skills derived from social studies, arts, and personal, socialand physical education In addition, they would develop transdisciplinaryskills such as decision making, listening, collecting data and workingcooperatively Since these ideas are related to the world beyond the school,students see the relevance of the content and connect with it in ways thatare engaging and challenging Students who learn in this way begin toreflect on their roles and responsibilities as leaner and become activelyinvolved with their learning All students will know that a unit of inquirywill involve them in in-depth exploration of an important idea,and that theteacher will be collecting evidence of how well they understand that idea.They will expect to be able to work in a variety of ways, including on theirown and in groups, to allow them to learn to their best advantage Studentsand parents will develop an understanding of the IB learner profile Theten aspirational qualities of the learner profile inspire and motivate the
Trang 11work of teachers, students and schools, providing a statement of the aimsand values of the IB and a definition of what we mean by “international-mindedness” IB leaners strive to be inquirers, thinkers, communicators,risk-takers, knowledgeable, principled, open-minded, caring, balanced andreflective.
Assessing the process of inquiry as well as the result of result of inquiry isrecognized as an important objective of the program Teacher thereforerecord the detail of the inquiry initiated by the students in order to seek anincrease in substance and depth
In particular, teachers consider whether:
-The nature of students’ inquiry develops overtime; whether they are, infact, asking questions of more depth, which are likely to enhance theirlearning substancially
-The children are becoming aware that real problems require solutionsbased on the integration of knowledge that span and connects severalsubject areas
-The children are mastering skills and accumulating a comprehensiveknowledge base in order to conduct their inquiries successfully and findsolutions to problems
-The children are demonstrating both independence and an ability to workcollaboratively Consideration of these points allows teachers to plan foreffective teaching and learning opportunities that give students a chance todevelop their inquiries further
Teachers use a range and balance of school-based assessment strategiesand feedback techniques, including:
-Samples of the student’s work showing development over time
Trang 12-Information about any extracurricular achievements undertaken by thestudent.
-Self-assessments carried out by the student
Where possible, these strategies provide an effective means of recordingstudents’s responses and performance in real-life situations where there aregenuine problems to solve These authentic assessment strategies aresometimes used in conjunction with other forms of assessment, such asstandardized tests, in order to assess both student performance and theeffectiveness of the program
All assess is carried out by teachers within the school The IB does not setexaminations nor does it moderate grades
*The exhibition
Students aged 10 to 12 who are in their final year of the program areexpected to carry out an extended, collaborative inquiry project, know as theexhibition, under the guidance of their teachers
The exhibition represents a significant event in the life of both the shooland student, synthesizing the essential elements of the program and sharingthem with the whole school community It is an opportunity for students toexhibit the attributes of the student profile that have been developingthroughout their engagement with the program It is is a culminatingexperience marking the transition from the PYP to the Middle Years Progam(MYP).Schools are given considerable flexibility in their choice of the real-life issues or problems to be explored and investigated in the exhibition
2.2.The IB Middle Year Program (MYP)
The MYP for students aged 11 to 16,provides a framework of academicchallenge that encourages students to embrace and understand the connectionsbetween traditional subjects and real world, and become critical and reflectivethinkers
The curriculum
The program consists of eight subject groups integrated through fiveareas of interaction that provide a framework for learning within the subjects.Students are required to study their mother tongue, a second language,humanities, sciences, mathemetics, arts, physical education and technology
In the final year of program, students also enage in a personal project, whichallows them to demonstrate the understandings and the skills they havedeveloped throughout the program
The emphasis is on the fluidity of the curricular framework and theinterrelatedness of the subjects Aspects of the areas of interaction are
Trang 13addressed naturally through the distinct disciplines In particular, theframework is flexible enough to allow a school to include other subjects notdetermined by the IB but which may be required by state or nationalauthorities.
The overall philosophy of the program is expressed through threefundamental concepts that support and strengthen all areas of the curriculum.These concepts are based on:
Taken as a whole, the curriculum provides a balanced education that willequip young people for effective participation in the modern world
2.2.1 Areas of interaction: The five areas of interaction are:
2.2.1.1 Approaches to learning
-How do I learn best?
-How do I know?
-How do I communicate my understanding?
Through approaches to learning, students are provided with the tools toenable them to take responsibility for their own learning Central to this is
“learning how to learn” and developing in individuals an awareness of howthey learn best, of thought process and of leaning strategies
Approaches to learning also include:
-Organization skills and attitudes towards work
Trang 14Recognizing and helping students develop the range of their capacities,positive attitudes and effective habits of mind is the shared responsibility ofteachers, and is at the core of all curriculum development and delivery.
2.2.1.2 Community and service
-How do we live in relation to others?
-How can I contribute to the community?
-How can I help others?
Community and service starts in the classroom and extends beyond it,requiring students to take an active part in the communities in which theylive
Giving importance to the sense of the community throughout the programencourages responsible citizenship as it seeks to deepen the adolescent’sknowledge and understanding of the world around them The emphasis is ondeveloping community awareness and concern, and the skills needed to make
an effective contribution to society
Students are encouraged to make connections between their intellectualand social growth, thereby refining their affective, creative and ethical as well
as cognitive development This is achieved through a process of discovery ofself and community, and reflections inside as well as outside the classroom.2.2.1.3 Human ingenuity
-Why and how do we create?
-What are the consequences?
This area of interaction allows students to explore in multiple ways theprocesses and products of human creativity, and to consider their impact onsociety and the mind
Human ingenuity allow students to focus on the evolution, process, andproducts of human creativity and their impact on life and society Humaningenuity provides opportunities for students to appreciate and develop inthemselves the human capacity to create, transform, enjoy and improve thequality of life
In particular, human ingenuity:
-Stresses the ways human can initiate change, whether for good or bad,and examines the consequences
-Emphasizes both the importance of researching the developments made
by people across space, time and cultures, and the importance of taking time
to reflect on these developments
In this way, human ingenuity goes beyond the act of creation alone,leading students to examine, experience and reflect on the creative process