§  Students were well-oriented and familiar with scientific skills. They can efficiently access reinforcement activities and resources through the MB.

§  (Primary) Organized portfolio for output of learners.

§  (Secondary & HS) More engagement of learners with hands-on laboratory and classroom activities.

o   For subject teachers 

§  Collaboration among international science teachers of all levels was evident this year. There is a comprehensive evaluation/discussion of students’ behavior and academic performance which made it easier for teachers to design and plan effective learning activities most of the time.

• Suitable pacing for G10 and 11 (Academic English & Exam skills)

• Good digital resources for some of the books (Gold Experience, Unlock)

• Teachers and students have learnt to adapt to the teaching and learning routine at SenTia

• The students who took the official IELTS test achieved the target scores.

What should be done:

• Support for 10 Standard students (some students are far below the expected level to study at SenTia)

• Students' enrolment at the right/required level.

• More IELTS resources

• Re-consider some of the textbooks and levels

• Participation and behaviours should be a part of the assessment.

  
  

  
  

  
  

...for students

• Setting expectations, consistent rules and routines - Students were better supported because they knew what was expected of them

• inside and out of classroom, understanding how to behave

• spelling bee really focused students on spelling (can we do this earlier in the year)

...for teachers:

• strong and supportive managers/support staff

• good working relationship between teachers and co-teachers

What should be done to improve the subjects for ...

...students:

• more connection to real world contexts for units (Bright Ideas and Oxford Discover)

• manage parents expectations of homework and support for students outside of class

• outlets to celebrate (even small, non-academic) achievements

• more time for play

• adjusting timetables to do less academic heavy subjects later in the afternoon (club time, PE, Music, would be better in the pm, for example)

...for teachers:

• volume of marking (Razkids, diary, testing, homework mark, spelling homework, etc)

• resources for teaching grammar (better connected to BI and OD content) and writing

• more connection between grammar and writing lessons

• more specific student outcomes outlined?

• The series Gold Exp is appropriate for students

• Students got more practice in writing/grammar compared to last year

• informal projects, presentations, writing tasks

What should be done to improve:

• more practice in grammar (selective to grammar in Gold Exp)

• review Oxf books & how the program is taught

• arrange more time for projects/presentations/debates

• be more selective to the learning content >> should not skip any unit as it interrupts the flow

• more resources paid by the school

• more tablets (now there are 6 for the whole school)

• more writing competitions/activities across grades

• more time/opportunities to review the tests (before reports)

• Class sizes that allow for streaming

• MORE TEACHERS or LESS LESSONS PER WEEK

Change the writing course book - My First Writing 1&2

Reading programme needs to be updated to more recent. Variety of books - non-fiction & fiction.

Grammar programme - what to follow? Need a fixed programme

Teaching writing training (summer training) (OD Writing is quite challenging)

Lack of comms from HRTs (we could collab/extend/streamline in English)

Bright Ideas - access to listening for students at home.

Pacing - skipping cross-curricular and culture to finish the book by the end of the year.

Assessments -

presentations

projects (21st century skills)

writing assessments

groups research projects

home videos

cross-curricular lessons

use of ICT room

more tablets (and better quality)

Weekly plan to be clearer

Managing parents' expectations

Student outcomes for the year (beyond cambridge)

More academic competitions (spelling bee)

More involvement in showcases for Int'l teachers

Context to be carried through to projects.

§  More aligned and flexible pacing guides with the learners’ level (advanced/standard, beginner)

§  Intervention program for students with learning difficulties.

§  Require students or parents (primary) to access the MB for asynchronous/follow-up activities.

§  Provide more tablets or ipads separately for primary and secondary/high school students.

§  Well oriented grading system and the importance of each grade component.

o   For subject teachers 

§  Providing professional development opportunities (at least once every semester) for science teachers to stay updated on the latest advancements in science education and methodologies is a great way for continuous development.

§  Curriculum alignment between the OIC Science and Vietnamese Science curriculum for bilingual program. Collaboration with Vietnamese science teachers.

§  Interdisciplinary collaboration for projects with similar topics.

§  Design a general homework template / procedure in implementing homework or online works.

§  Provide accessible online and print resources for teachers.

§  Organized way of peer/admin observation of classes (use of rubric, observation evaluation form), mentoring program from admin/experts to teachers.

§  Systematic way of requesting, organizing, and storing science laboratory materials and equipment.

• For secondary: They did more projects

• More online based activities and games

• For primary: Pair, Group and Individual activities.

Teachers:

• students enjoy the subject.

• student differentiation in teaching

• student differentiation in assessments for secondary

  
  

2. What should be done

   For Students

• Clearer expectations.

• Flexible to learn many methods.

• Contextualised challenges - count and compare number of forks and spoons in their kitchen.

• Managebac workshop.

  
  

  For Teachers

• Vietnamese PG translated

• access to materials and more topic related resources (protractors, rulers, 3d objects,.. )

• TA for lower level classes e.g 6A3