Specialized Subjects

We are a learner-centered institution providing equal emphasis on academic progress, as well as the growth and development of the whole child in the areas of music, the Arts, sports and the environment. We aim to provide the skills, knowledge, and understanding necessary for our students to become successful lifelong learners.

The Arts

At HAIS, we want every young learner to have the opportunity to discover the artistic strength that lies within them.

To have a strong Arts curriculum, teachers must create a safe space where students feel free to take risks and make mistakes. This space needs to ensure that they have opportunities to be vulnerable and open to criticism and feedback which requires a trusting and nurturing environment. Whenever possible the Arts are integrated into the curriculum. In this case, our talented and highly qualified Art teacher will offer independent inquiry into subject-specific knowledge, concepts, and skills.

The Arts at HAIS encompass the following areas:

  • Visual Arts
  • Music
  • Dance
  • Drama

The learning objectives in Art assessed under four main criteria; experiencing, making, reflecting and thinking and working artistically. 

Experiencing

  • Students are encouraged to encounter, sense, experiment with and respond to a wide range of sources, including a range of art from different times and cultures.  Analyze media, materials, tools, technologies, and processes and then gather and record it.

Making

  • Students learn to use and select various media, materials, tools, technologies, and processes to improve upon the skill, gain independence and confidence.

Reflecting

  • Students will analyse and make connections with their own and others work as part of the artistic process and then celebrate their artistic experiences and learning.

Thinking and Working Artistically

  • Students will have the opportunity to collaborate and generate, develop, create and communicate ideas by using and connecting the artistic experiences gained. They will learn to embrace the challenges and opportunities which will lead to a reflection of their work.

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Physical Education

At HAIS we recognize that a healthy body helps to create a healthy mind. That is why we put such a premium on physical education. We offer specialized Physical Education classes right across the curriculum starting from Early Years up to Cambridge Lower Secondary 3 (Year 9).

We have a fully qualified and experienced Physical Education teacher who creates safe and exciting skill-based lessons that will build the fundamental skills to be able to participate in a variety of team sports such as soccer, rugby, cricket, basketball, and badminton.

Our fully equipped campus offers a variety of learning spaces such as our gymnasium, football pitch, center courtyard and swimming pool. Not only does Physical Social Personal Education (PSPE) focus on skills and physical movement, but it also focuses on teamwork, collaboration and cooperation and the importance of good sportsmanship.

  • The Physical Social Personal Education Learning Outcomes are divided into three main categories:
  • Identity

An understanding of our own beliefs, values, attitudes, experiences and feelings and how they shape us; the impact of cultural influences; the recognition of strengths, limitations and challenges as well as the ability to cope successfully with situations of change and adversity; how the learner’s concept of self and feelings of self-worth affect his or her approach to learning and how he or she interacts with others.

  • Active living

Gives students an understanding of the factors that contribute to developing and maintaining a balanced, healthy lifestyle. Showing them the importance of regular physical activity; the body’s response to exercise; the importance of developing basic motor skills; understanding and developing the body’s potential for movement and expression and the importance of nutrition. Developing a deeper understanding of the causes and possible prevention of ill health; the promotion of safety; rights and the responsibilities we have to ourselves and others to promote well-being; while making informed choices and evaluating their consequences.

  • Interactions

An understanding of how an individual interacts with other people, other living things and the wider world; behaviours, rights and responsibilities of individuals in their relationships with others, communities, society and the world around them; the awareness and understanding of similarities and differences; an appreciation of the environment and an understanding of, and commitment to, humankind’s responsibility as custodians of the Earth for future generations.

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Environment

Hoi An International School’s grounds have been specially designed to incorporate spaces where students can gain hands-on experience in shaping their natural environment.

At HAIS, our students learn the fundamentals of building up healthy soil, making compost, the basic multifunction groundcover reproduction, supporting perennial plants, and tree habitats. They learn how the elements are connected and create ecosystems, such as those found in the garden and the pond. We also look at the reciprocal relationship between our canteen and our flock of Egyptian chickens.

The left-overs from the kitchen are fed to our chicken and the chickens give us eggs for use in our kitchen. Our students are encouraged to be proactive in caring for these spaces. In addition, the school models ethical behavior for our students by reusing, recycling and upcycling as much as possible.

The natural environment in Hoi An also presents diverse learning opportunities, with the town’s complex landscape offering some of Vietnam’s most beautiful beaches, estuaries, and mangroves, where local villagers practice traditional fishing and farming practices. We facilitate field trips for our students to explore and learn about how these ecosystems function and how we need to preserve them for future generations.

By fostering environmental awareness, we believe that children can cultivate and nourish their sense of self-care while engaging in nurturing sustainability within themselves, their homes, at school, and within the broader community.

Our students will be encouraged to examine and investigate environmental issues and take a leadership role in educating and collaborating with others where they can work together to find solutions and share it with others. Our permaculture specialist Ms. Bphu alongside our teachers have been and continue to be active facilitators, attending planning meetings, providing expert guidance, and modeling so that our students are exposed to the best sustainable practices.

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Languages

At HAIS we understand the importance of learning languages. Every student from Kindergarten to Cambridge Lower Secondary 3 (Year 9)will participate in an additional language. Currently, we offer Vietnamese, Mandarin, and English as an Additional Language.

HAIS uses British standard assessments, learning outcomes and resources additional English lessons. This guarantees continuity across our language programme. We focus on what the children can do and provide a clear and effective pathway to success.

Vietnamese

Our Vietnamese language classes are divided into different levels, ranging from basic through to native, which compliments the Vietnamese needs and abilities of each student. The Vietnamese programme is well-designed in that it aims to stimulate and integrate International students living in Vietnam. The textbook “The beautiful world” has 3 levels, which was edited by HAIS founder and educator Tran Hanh An, who is highly experienced in teaching Vietnamese to both domestic & global expats. This was done in collaboration with the HAIS teaching team under the consultancy of the top Vietnamese linguistic experts in Vietnam. The advanced native Vietnamese programme was researched and extracted from different subjects such as Vietnamese, Vietnamese Literature, History, and Culture, and has been combined with other areas of our curriculum. This was done to enhance students knowledge and usage of the language. 

Mandarin

In our Mandarin classes, students begin by using Pinyin. Pinyin is the official romanization system for Standard Chinese in mainland China. Our students sing songs, listen to stories and practice short dialogues with each other. Ms.Bin uses an inquiry approach to his teaching and incorporates as much speaking as possible so the students can build on a strong foundation. 

English as an Additional Language.

We recognize that for many of our students, English is not their first or even second language. Our English as an Additional Language programme caters to the needs of all of our students.

All non-native English speakers entering the International Programme must take an English placement test to determine their language abilities.

Students scoring within Level A(Entering) or Level B (Emerging) are required to take English as an Additional Language class with a qualified native English speaker.

Once the EAL teachers believe there has seen significant progress in language acquisition, then the student will be tested again. If they score within Level B1.3, they will exit EAL classes. All students applying for a place in the Secondary programme must score within Level B1.3 in order to access the curriculum.

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