An International Education
From the Early Years Foundation Stage, children can transfer, on completion of a successful admissions interview, to Years 1 and 2 of the Primary School, where they begin a more formalised approach to learning. The HAIS curriculum is broad and diverse and, whilst it is subject-based, there are many opportunities for a cross-curricular approach to learning. Much of the timetable is classroom-based, with each class having a teaching support assistant.
In this very important phase of their education, children apply the skills they have learned in the Foundation Stage and begin to develop new approaches to learning. As children progress through Years 1 and 2, we encourage them to become increasingly independent as learners by helping them to:
- Be resilient – show determination and initiative.
- Be resourceful – self-select resources that help with their learning.
- Be reflective – thinking about the next step in their learning and how to do better next time.
The curriculum for Years 3 to 6 is designed to ensure children gain learning experiences that develop mastery of linguistic, mathematical, scientific, technological, social, physical, aesthetic and creative skills and abilities. The class teachers are responsible for the delivery of the Cambridge International Primary Curriculum subjects and the pastoral care of our students. The Cambridge International Primary Curriculum at HAIS develops the skills, knowledge and understanding to prepare learners for a smooth transition to Cambridge Lower Secondary.
Core Subjects
English Language
English Language
STAGES 1 & 2
By the beginning of Year 2, pupils should be able to read all common graphemes (letters and letter combinations used to represent sounds). They should be able to read unfamiliar words containing these graphemes accurately and without undue hesitation by sounding them out in books that are matched closely to each pupil’s level of word reading knowledge. They should also be able to read many common words taught so far (for example, shout, hand, stop, or dream) without needing to blend the sounds out loud first. Pupils’ reading of common exception words (for example, you, could, many, or people) should be secure. Pupils will increase their fluency by being able to read these words easily and automatically. Finally, pupils are able to retell some familiar stories that have been read to and discussed with them or that they have acted out during Year 1.
During Year 2, teachers continue to focus on establishing pupils’ accurate and speedy word reading skills. They make sure that pupils listen to and discuss a wide range of stories, poems, plays, and information books. The sooner pupils read well and do so frequently, the sooner they are able to increase their vocabulary, comprehension and knowledge across the wider curriculum.
In writing, pupils in Year 2 should be able to compose individual sentences orally and then write them down. They should be able to spell correctly many of the words covered in Year 1. They should also be able to make phonetically plausible attempts to spell words they have not yet learnt. Finally, they are taught to form individual letters correctly, establishing good handwriting habits from the beginning.
STAGES 3-6
By the beginning of Year 3, students should be able to read books written at an age-appropriate interest level. They should be able to read them accurately and at a speed that is sufficient for them to focus on understanding what they read rather than on decoding individual words. They should be able to decode most new words outside their spoken vocabulary, making a good approximation to the word’s pronunciation. As their decoding skills become increasingly secure, teaching is directed more towards developing their vocabulary and the breadth and depth of their reading, making sure that they become independent, fluent, and enthusiastic readers who read widely and frequently.
By the beginning of Year 5, students should be able to read aloud a more comprehensive range of poetry and books written at an age-appropriate interest level with accuracy and a reasonable speaking pace. They should be able to read most words effortlessly and work out how to pronounce unfamiliar written words with increasing automaticity.
They should be reading widely and frequently, outside as well as in school, for pleasure and information. They should be able to read silently, with good understanding, inferring the meanings of unfamiliar words, and then discuss what they have read.
By the end of Year 6, students’ reading and writing should be sufficiently fluent and effortless for them to manage the general demands of the curriculum in Year 7 across all subjects, and there will continue to be a need for students to learn subject-specific vocabulary.
Specific requirements for students to discuss what they are learning and to develop their wider skills in spoken language form part of the HAIS English curriculum. In Years 5 and 6, students’ confidence, enjoyment and mastery of language are extended through public speaking, performance, and debate.
Mathematics
Mathematics
STAGES 1 & 2
The principal focus of mathematics teaching in Years 1 and 2 at HAIS is to ensure that pupils develop confidence and mental fluency with whole numbers, counting, and place value. This involves working with numerals, words, and the four operations, including using practical resources (for example, concrete objects and measuring tools). At this stage, pupils develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching also involves using a range of measures to describe and compare different quantities, such as length, mass, capacity/volume, time and money.
By the end of Year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency.
Pupils read and spell mathematical vocabulary at a level consistent with their increasing word reading and spelling knowledge in Years 1 and 2.
STAGES 3-6
The principal focus of mathematics teaching in the upper primary school at HAIS is to ensure that students extend their understanding of the number system and place value to include larger integers. This will develop the connections that students make between multiplication and division with fractions, decimals, percentages, and ratios.
At this stage, students develop their ability to solve a wide range of problems, including increasingly complex properties of numbers and arithmetic and problems demanding efficient written and mental calculation methods.
By the end of Year 4, students should have memorised their multiplication tables up to and including the 12 multiplication tables and show precision and fluency in their work.
In Year 5, with this foundation in arithmetic, students are introduced to the language of algebra as a means for solving a variety of problems. Teaching geometry and measurement consolidates and extends knowledge developed in numbers. Students classify shapes with increasingly complex geometric properties and they learn the vocabulary needed to describe them.
By the end of Year 6, students are fluent in written methods for all four operations, including long multiplication and division and secure in working with fractions, decimals, and percentages.
Students can read, spell and pronounce mathematical vocabulary correctly.
Global
Perspectives
Global
Perspectives
STAGES 1-6
Global Perspectives is a unique, transformational programme that helps primary learners to develop transferable skills such as critical thinking and problem-solving. It offers valuable opportunities to reinforce links and skills learnt in other subjects across the Cambridge Primary programme.
The emphasis is on developing learners’ ability to think critically about a range of global issues where there is always more than one point of view. Learners study global topics relevant to them – for example, the environment, education and keeping healthy.
The key benefits and aims of the programme provide a comprehensive set of learning objectives detailing what learners should be able to do by the end of each stage. Learning objectives are divided into six main areas called ‘strands’, which run through every stage. Each strand corresponds to one of the following skills:
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- Research
- Analysis
- Evaluation
- Reflection
- Collaboration
- Communication
The skills are taught through a wide range of topics using a personal, local and global perspective.
Global Perspectives is taught through a series of Challenges. Each Challenge encourages learners to become independent, active and lifelong learners. They include activities that follow a dynamic learning approach to support the development of a particular skill. They also include guidance on how to encourage learners to consider and connect personal, local and global perspectives.
Science
Science
STAGES 1 & 2
The principal focus of science teaching in Years 1 and 2 at HAIS is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly constructed world around them. They are encouraged to be curious and ask questions about what they notice. They are supported to develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, and finding things out using secondary sources of information. They begin to use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in various ways. Most of the learning about science is done through the use of first-hand practical experiences. There is also some use of appropriate secondary sources, such as books, photographs, and videos.
Pupils read and spell scientific vocabulary at a level consistent with their increasing word reading and spelling knowledge in Years 1 and 2.
STAGES 3-6
The principal focus of science teaching in the upper primary school at HAIS is to enable students to develop a deeper understanding of a wide range of scientific ideas. They will do this by systematically exploring and talking about their ideas, asking their own questions about scientific phenomena, and analysing functions, relationships, and interactions. They will encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They will also begin to recognise that scientific ideas change and develop over time. They will select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests, and finding things out using a wide range of secondary sources of information. Students will be able to draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.
Students should read, spell, pronounce and use scientific vocabulary correctly.
Non-Core Subjects
Digital Literacy
Digital Literacy
The Cambridge Primary Digital Literacy curriculum enables learners to become accomplished users of digital tools and to understand the digital world that they are growing up in. Learners will develop the skills to create digital artefacts with increasing proficiency and sophistication. They will become equipped to join the digital world and will be increasingly able to make important decisions about their own safety and wellbeing.
S.T.E.M.
S.T.E.M.
STAGES 1 & 2
Children learn how to think imaginatively and talk about what they like and dislike when designing and making. They build on their early childhood experiences by investigating objects around them. They explore how familiar things work and talk about, draw and model their ideas and engage in long-term projects using a range of materials including digital resources. They learn how to design and make safely and how to start using STEM as part of their designing and making.
STAGES 3 -6
Children work on their own and as part of a team on a range of designing and making activities and long-term projects. They think about what products are used for and the needs of the people who use them. Students plan what must be done and identify what works well and what could be improved in their own and other people’s designs. They draw on knowledge and understanding from other areas of the curriculum and use digital resources in a range of ways.
Environmental Management
Environmental Management
Environmental Management is a great way for our students to learn about the Earth and how best to take care of our amazing planet. We are living in times of great change and we feel at HAIS that it is vital that students understand, care and respect the environment in which we live.
During the year, we will be focusing on three overarching themes. These include waste management, biodiversity and green energy solutions. Through these themes, students will develop new understandings and insights into the world in which they live. We begin by focusing on our local community in the lower primary. In the upper primary, we move towards looking at issues on a global scale.
We enjoy teaching and learning both inside and outside the classroom for Environmental Management. Our lessons focus on hands-on learning to inspire the students to be active global citizens and develop a love for our planet.
Physical
Education
Physical
Education
Physical Education is a vital part of a balanced school curriculum. Regular exercise improves physical and mental health and there is growing evidence that it improves academic performance across the curriculum. Establishing good patterns of exercise in school provides learners with the foundation of an active and healthy lifestyle.
What will students learn?
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- Increase confidence and move with increasing control, fluency and variety;
- Improve understanding of concepts, rules, tactics, strategies and compositional ideas;
- Participate in respectful and responsible ways, engaging appropriately and safely;
- Improve knowledge and understanding of how physical education can contribute to a healthy and active lifestyle;
- Develop transferable skills promoting physical, cognitive and social development; and
- Become independent, critical and reflective movers and thinkers.
Art and Design
Art and Design
Art and Design gives learners a platform to express themselves, sparking imagination, creativity and developing transferable skills. Students explore and push boundaries to become reflective, critical and decisive thinkers. They learn how to articulate personal responses to their experiences.
What will students learn?
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- Learn will see themselves as artists and become increasingly reflective and independent;
- Develop the skills needed to express ideas creatively and to communicate visually; and
- Understand their place and the place of others in a creative, innovative and interconnected world.
Music
Music
Music fosters creativity and builds confidence. It helps learners express themselves and shows them the importance of communication as they learn to connect with other musicians and audiences.
Learners explore music as performers, composers and informed listeners. They make, understand and appreciate music from different cultures, times and places, helping them develop leadership and collaboration skills and self-confidence.
What will students learn?
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- Cultivate a joy of music through participating in meaningful and enjoyable experiences;
- Develop the knowledge, skills and attitudes necessary to contribute as musicians;
- Collaborate with others in purposeful and expressive ways through singing and playing instruments;
- Nurture their individual and collective creativity; and
- Use their growing knowledge to explore and generate unique, relevant and valuable music.
World Languages
World Languages
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- English as an Additional Language
- Vietnamese as an Additional Language
- French as an Additional Language
Kate Dekker Dunn
International Primary Learning Lead, Year 5 Teacher
Kate Dekker Dunn
International Primary Learning Lead, Year 5 Teacher
Years of Teaching Experience: 12+
Degree & Certificates: Bachelor of Education from the University of Otago, New Zealand.
Kate is an exceptional teacher with over 12 years of invaluable expertise. Her teaching journey has taken her to various corners of the world, including vibrant places like London, Singapore, and New Zealand. This global exposure has enriched her understanding of diverse educational systems, cultures, and teaching methodologies Throughout her career, Kate has had the privilege of teaching students across all year groups, from the early years to upper grades. This comprehensive experience has honed her ability to adapt her teaching strategies to meet the unique needs and developmental stages of each student.
She recognises that every child is an individual with their own strengths, challenges, and learning styles, and she prides herself on tailoring her approach to maximise student engagement and growth. Kate’s leadership skills have also been evident in her roles as a Curriculum Leader and a Team Leader. In these capacities, she has demonstrated her ability to coordinate and guide colleagues in the implementation of curriculum frameworks, ensuring alignment, continuity, and innovation in teaching and learning practices.
When she’s not teaching, Kate enjoys a good book, swimming and she values time spent with her family. Kate has two daughters and a golf-mad husband who are all joining the HAIS family as well.
Truong Thuy Linh
A Level Student Support Coordinator, ESL Teacher
Truong Thuy Linh
A Level Student Support Coordinator, ESL Teacher
Years of Teaching Experience: 5+
Degree & Certifications: PGCEi from Liverpool John Moores University; Bachelor of Business in Advertising major from Auckland University of Technology
Initially, Linh was introduced to a few Korean students who struggled in their international schools due to the language barrier. Their significant improvement help her to experience an ikigai – a reason for being – That is what she had been searching for throughout her entire career. Becoming a new mum has also given her the motivation and the patience needed for the job. Thus, she decided to make it official with a UK PGCEi qualification and started her teaching journey.
Linh has worked in education for five years but didn’t think she was ready for a teaching position. Yet her tutoring experience confirmed the calling that she had been neglecting. Her students’ improvements further set her determination. She believes that her prior international working experience in consultancy for higher education contributes to practical and career-oriented lessons that her students need.
She believes that all students are rough gems. With the right motivation and enough exposure, they will find a place to set root and grow into their best selves. As for teaching content, she strives to create practical and relevant content that has been proven to give a lifelong learning experience to students.
Fun Fact: Linh loves music and can be quite a performer. She was always in her school’s annual performances either singing or dancing from Kindergarten until the end of her university years. She starred in a mime play with a high school friend that got them both quite famous at their school then. She was also in a K-pop dance club at her universities in both Vietnam and New Zealand. So, if you see her suddenly striking a dance move or singing a line or two, don’t be too surprised.
Simone Kidd
Year 3 Teacher
Simone Kidd
Year 3 Teacher
Years of Teaching Experience: 6+
Degree & Certifications: Bachelor of Arts in Education
Simone completed her bachelor’s degree at Embury Institute in South Africa before beginning her journey abroad. From 2017 – 2020, she trained on and worked with the Cambridge curriculum at international schools in China and Ho Chi Minh City.
Under the HAIS Continuing Professional Development programme, Simone completed professional development training in Dyslexia Awareness, EAL for Classroom Teachers, Differentiation for Practice, Differentiation for Catch-up, Positive Relationships and the Teacher Development Programme.
Simone loves learning and obtaining new ways to reach higher and higher heights. She wants to teach and inspire her future students to be the best they can be by creating a fun, safe, and positive environment where her students can learn and express themselves.
Fun Fact: Simone loves to sew, make crafts and paint in her spare time.
Claire Ketcher
International Year 3 Teacher
Claire Ketcher
International Year 3 Teacher
Years of Teaching Experience: 10+
Degree & Certifications: Bachelor of Education in Early Childhood Development and Foundation Phase; Honours Bachelor of Education Specialising in Learning Support and Remedial Education; South African Council of Education Teaching License
Claire loves working with children and has always been interested in education. Her Grade 4 teacher actually inspired her to become a teacher.
She has taught in a wide variety of schools in South Africa, America and now Vietnam. Being a global educator has shaped Claire’s teaching style in an ever-changing world. She allows her students the freedom to be who they are and become independent and self-motivated learners. Claire has learnt how vital it is to promote a growth mindset where critical and creative thinking is incorporated into daily learning. She chooses to focus on the holistic development of students to enable them to reach their full potential.
Fun Fact: Claire speaks Afrikaans, a language that is only spoken in South Africa.
Amanda Gustin
International Year 4 Teacher, Swim Coach
Amanda Gustin
International Year 4 Teacher, Swim Coach
Years of Teaching Experience: 5+
Degree & Certifications: Postgraduate Certificate in Education, Bachelor of Fine Arts (Craft and Material Studies), Associate Degree in Arts (Art & General Education), TESOL/TESL/TEFL Certificate, Level 2 U.S. Masters Swimming Coach Certificate
Amanda developed an interest in teaching early as a water safety and first-responder instructor during her secondary and college years. Whilst undertaking her bachelor’s degree from Virginia Commonwealth University, Amanda worked for four years coordinating the university’s student affairs programmes for student health, wellness and recreation – this work continued well after Amanda finalised her degree.
Since leaving the United States, Amanda has taught primary and secondary students in Korea, worked as the HAIS Learning Support teacher from 2019-2020 and spent a year as the HAIS Head of Administration from 2020-2021. During those years, she also completed her post-graduate degree in primary education. In addition, Amanda is proud to have founded the HAIS Swim Team, of which she is currently the Head Coach.
Under the HAIS Continuing Professional Development programme, Amanda has completed professional development training in Dyslexia Awareness, EAL for Classroom Teachers, Preventing and Tackling Cyberbullying, Preventing Extremism and Radicalism, Sexual Exploitation and Grooming Awareness and Early Years SEN. Amanda also completed the SEND Inclusive Teaching programme and Cambridge Understanding Assessment courses.
Amanda passionately believes that knowledge is the most valuable commodity that a person can possess and that learning can take many forms. Amanda has dedicated her life to instilling these learning values in younger generations. Although we all learn differently, the most important factor is that we always continue to learn.
Fun Fact: Amanda’s father was an army special forces instructor and growing up, he taught her defensive combatives, how to train and push the mind and body, wilderness survival, and respect and understanding of wildlife. Her father was continually teaching her, which instilled in her the desire to teach others.
Dam Thi Tinh
International Year 5 Teaching Assistant
Dam Thi Tinh
International Year 5 Teaching Assistant
Years of Teaching Experience: 3+
Degree & Certifications: Bachelor of Hospitality and Tourism Management; Certificate of Pedagogy
Before becoming a Teaching Assistant at HAIS, Tinh taught for one year as an EAL (English as an Additional Language) teacher in Da Nang. That time of learning and playing with children made her feel incredibly peaceful and happy. Tinh was captivated by their innocence and carefree personalities. She discovered what she wanted most was to accompany children on their path to finding their passions and dreams. This is her second year at HAIS and she feels that at HAIS, she and her colleagues are always supported and encouraged to develop personally and professionally.
Fun Fact: Tinh loves running – it helps her balance her emotions and find peace.
Elton Dry
Year 6 Teacher, Primary Assistant Learning Lead (Years 3-6), Swim Coach
Elton Dry
Year 6 Teacher, Primary Assistant Learning Lead (Years 3-6), Swim Coach
Years of Teaching Experience: 15+
Degree & Certifications: Bachelor of Commerce in Sport Management; Post Graduate Certificate in Education (PGCSE)
This is Elton’s 4th year teaching in Vietnam. It is also his 16th year teaching as a whole, and he absolutely adores the profession. Elton’s career objective is to be an educator who will create opportunities for students to pursue and achieve their true potential as lifelong learners. He strives to create the best possible environment for children to succeed and develop as individuals through encouraging curiosity, character development and fashioning a safe space for them to explore and enjoy their world.His belief is that learning should never stop and that children should learn from all the experiences and from others. He is truly excited to form part of the the HAIS family, and looks forward to spending his time here.
Fun Fact: As a young man, Elton spent his summer breaks working for a Circus.
Nguyen Thi Tra My
Year 2 Teaching Assistant
Nguyen Thi Tra My
Year 2 Teaching Assistant
Years of Teaching Experience: 3+
Degree & Certifications: Bachelor of Foriegn Language – English
Teaching Experience: My graduated from the University of Foreign Languages - Da Nang University with Bachelor in English in 2013. After graduating, she had the opportunity to work for a local travel agency, which helped her to enhance her English skills and in part, develop skills for her current teaching assistant job. My joined the HAIS community in 2019. At HAIS, she not only became acquainted with a professional working environment but also had the chance to participate in many professional training courses such as Dyslexia Awareness, EAL for the Classroom Teacher and some other courses through our Optimus programme.
Fun Fact: My is even shorter than her HAIS Primary students.
Emma Pook
Year 6 Teacher, Primary Pastoral Lead
Emma Pook
Year 6 Teacher, Primary Pastoral Lead
Years of Teaching Experience: 6+
Degree & Certifications: Bachelor of Arts in Psychology and English Language and Linguistics; Postgraduate in Education; Certificate in Coaching Debate
At university, Emma studied for a Bachelor of Arts Degree with majors in Psychology and English Language and Linguistics. She later went on to complete her Postgraduate Certificate in Education. During her fourth year at university, she also coached tennis at a private boarding school. Starting in 2016, Emma taught for 3 years in South Africa before making the leap to Vietnam where she taught at an international school in Saigon from 2019-2020. While working in Saigon, she also accepted the role of Master of Ceremonies for school events. Emma completed a communications course to become a certified debating coach, as well as a special needs course to build and refresh her knowledge of special needs.
Under the HAIS Continuing Professional Development programme, Emma completed professional development training in Dyslexia Awareness, EAL for Classroom Teachers, SEND Inclusive Teaching Programme, Effective Self-Care, Differentiation for Catch-Up, Careers-Related Learning in Primary Schools, Positive Relationships and a Teacher Development Programme.
Emma decided to become a teacher because she is passionate about education and making a difference in children’s lives. Her pedagogical philosophy consists of motivating students to become their best possible selves. Emma believes in education that encourages students to become solution-oriented thinkers that are passionate about making the world a better place.
Fun Fact: During her school years, Emma played tennis very seriously and was chosen to represent a South African Tennis side in Scotland and England when she was in Year 11.
Huynh Thi Kim Van
International Year 6 Teaching Assistant
Huynh Thi Kim Van
International Year 6 Teaching Assistant
Years of Teaching Experience: 6+
Degree & Certifications: Certificate of Education TESOL
Van has been a private teacher for both English and Vietnamese languages for many years while living in Da Nang. This is her second year at HAIS and she feels that it has been a great year so far. She is looking forward to continuing to work with this wonderful school.
Fun fact: Van loves traveling, reading books, cooking and yoga. Thailand is the 40th country that she has visited so far and she cannot wait to see more of this beautiful world.
Specialist Subjects Teachers
Frances Dobson
Specialist Subjects Learning Lead, Art Teacher, Year 11 Homeroom Teacher
Frances Dobson
Specialist Subjects Learning Lead, Art Teacher, Year 11 Homeroom Teacher
Years of Teaching Experience: 11+
Degree & Certifications: B.A. (Fine Arts), PGCE, Developmental Lesson Observation.
Frances has taught Art and Design across a range of age groups in both the UK and Hong Kong. She is a skilled painter and drawer and also enjoys printmaking, mixed media, conceptual art and ceramics. She brings a wide range of experience and expertise to the classroom, including the ability to instruct students across a broad range of techniques and processes.
Under the HAIS Continuing Professional Development programme, Frances completed professional development training in Dyslexia Awareness, EAL for Classroom Teachers, Tackling Low-Level Disruption and Developmental Lesson Observation.
Frances believes in the importance of providing outlets for creative expression at all ages. She feels that the HAIS programmes allow students to learn the fundamental elements of art and explore, experiment, and build on that knowledge, refining their skills as they progress from EYFS into primary, secondary and beyond.
Fun Fact: Frances loves to travel and has visited 37 countries in the last nine years. She is also an accomplished musician and plays piano and violin.
Yoann Labrue
Head of Sport, Physical Education Teacher
Yoann Labrue
Head of Sport, Physical Education Teacher
Years of Teaching Experience: 12+
Degree & Certifications: M.S. in Sports and Physical Education, M.A. in American Studies, Teaching Training and Certification Program (Physical Education), AustSwim Accreditation – Teacher of Swimming and Water Safety.
After completing his Master’s in Sports Education, Yoann spent one year in America as a teaching assistant. He then obtained a Master’s degree in American Studies. Yoann has a wide-range of experience with children in varying posts such as lifeguard, camp counsellor, coach, and most recently, as a PE teacher in Hanoi for six years. In early 2021, Yoann completed a Cambridge Assessment International Education course in Primary Physical Education.
Under the HAIS Continuing Professional Development programme, Yoann completed professional development training in Dyslexia Awareness, EAL for Classroom Teachers, the Teacher Development Program and Middle Leadership Essentials.
Yoann decided to become a PE teacher because he wanted to share his love of sports with children and encourage healthy, active lifestyles. His teaching philosophy centres around teaching students how to be physically active, not just as youth, but to provide them with the tools and knowledge to remain healthy and active throughout their lives.
Fun Fact: Yoann participated in the World Championship of Ping Pong in London in 2013; it was shown live on SkySports TV
Nguyen Thi Thuy An
Head Librarian
Nguyen Thi Thuy An
Head Librarian
Years of Teaching Experience: 2+
Degree & Certifications: Certificate of Training in Library and Information Competence; Bachelor of Tourism & Hospitality Management
After earning a Bachelors in Tourism & Hospitality Management, Thuy An realized that her passion is in education, so she has been pursuing this career and constantly improving herself. Thuy An has been working as an Assistant Librarian at HAIS for 2 years now. She loves working with students, in education and with books, which led her to this job.
Fun Fact: Thuy An loves dancing although she feels she is not really good at it. She enjoys reading and running in her spare time.
