The HIS student is at the heart of everything we do. We recognise that students are more likely to reach their full potential when they are happy, balanced and working in an environment where they know that they are valued members of the community. In developing the whole child we are reinforcing the importance of social emotional wellbeing, emphasizing the significance of transferable skills and utilising a reflective approach in building independent, lifelong learners.
At Hanoi International School, MYP and DP Student Support Services encompasses homeroom, extra learning support, counselling, language acquisition and pastoral care.
The driving principle behind our student support services is to create and enhance a caring and positive learning environment for all. The objectives underpinning this aim are guided by aspects of both the International Baccalaureate and the mission statement of Hanoi International School.
We aim to help our students to develop into, “responsible, globally conscious citizens” (Hanoi International School mission statement) in encouraging them to be, “active, compassionate and lifelong learners who understand that other people, with their differences, can also be right” (IB mission statement).
In practice, and in everything we do, we strive to be, “Inquirers, Thinkers, Communicators, Principled, Open-Minded, Caring, Knowledgeable, Risk-Takers, Balanced and Reflective.” (IB Learner Profile attributes)
“Extra learning support has made a huge difference to me. It has taught me and helped me through. It helps to build my confidence and to always have somebody to keep me on track.” - Grade 9 student
At Hanoi International School, we recognise that not every student is the same. As an inclusive school, we welcome students with a range of abilities and aptitudes. Where students present with a learning weakness, our approach is to teach the student how to use their strengths to compensate for things they find difficult. Our long term goal is always to develop independent, lifelong learners with a strong sense of self-worth.
For students who require additional help, our learning support department works with teachers to ensure that learning and assessment is differentiated. We can provide one on one support, small group support, in class support as well as working with private tutors and learning assistants to ensure their focus is supporting the student’s progress in line with MYP / DP development.
Our ‘Additional support framework’ illustrates the sort of in-school support we can provide for students who have different levels of need. Additional support may have a cost implication. Please ask at the main office for more details.
As well as an admissions procedure that helps us to identify students who may require extra learning support, we have a comprehensive referral procedure that ensures a clear pathway for concerns to be raised by either student, teacher or parent, at any point during the student’s time with us.
If you have concerns about your child or would like further information about the services we provide, please contact firstname.lastname@example.org
“It’s really good having a homeroom teacher as we get the chance to learn about life problems. My homeroom teacher really cares about me. It’s good to know that somebody cares about us in school.” - Grade 9 student
Each student in the MYP and DP is allocated a homeroom teacher who is the main point of contact during the school year for both students and parents. Homeroom teachers see their homeroom students for ten minutes at the beginning of every day and for one 45 minutes homeroom period every week.
The role of the homeroom teacher encompasses the following:
MYP Homeroom Curriculum
The homeroom curriculum is delivered by homeroom teachers, in conjunction with specialists such as the counsellor, nurse and visiting speakers. The homeroom curriculum is taught through the IB framework which means that students not only discuss topics such as bullying and peer pressure, but they also develop their conceptual understanding and transferable ATL skills.
The overall objectives of the MYP homeroom curriculum are:
Whilst the range of topics taught may change from year to year, in response to the needs of the particular homeroom class, the following topics illustrate the types of themes we are exploring in homeroom.
Our homeroom curriculum is supported by our ‘Anti-bullying’ policy and ‘Exploring intimate relationships in the classroom’ policy. Please see attached policy documents for further information.
“The counselling helped me a lot. Having somebody there at the time of struggle meant a lot. I knew that if I needed to talk, the counsellor would be there to listen. It wouldn’t be the same without her help.” - Grade 7 student
At HIS, we understand that we all need a little help from time to time and students are no exception to this. For those times where students need a chance to talk, we provide a confidential counselling service. Students can drop in or email for an appointment either before school, during the day, or after school.
In serious cases where individuals require long-term or professional psychologist intervention, we recommend contacting Douglas Holwerda at Hanoi Counseling Psychology group:
Student counselling services are confidential unless we are concerned about a child’s safety or wellbeing. In those cases, parents will be contacted.
“I always think that the class was so fun. I learned many things about pronunciations, grammar and way to make sentences. Furthermore, I can have a chance to know about the various new words during the class. Teacher tried to teach me with kindness and it was very helpful.” -Grade 6 student
There is no ‘ESL program’ as such in Secondary School. However, students who are still developing their ability to read, write, speak or understand natural spoken English will be assessed on admission to HIS based on their written and spoken English, and will then be placed in an MYP English Language Acquisition class at an appropriate phase.
Every student is seen as special and the class teacher is responsible for understanding the needs of each individual within their class and catering to their learning styles. Intervention is intended to decrease risk factors and provide a firm basis for strong future development along the programme continuum.
Therefore, the purpose for intervention include:
- Provide support for students in developing academic skills in reading, writing, maths, Unit Of Inquiry (once children have enough language to access the curriculum), social emotional and organization
- Help teachers with students who need to affirm their self-identity
Identification and Intervention Procedures
It is the class/subject teacher’s role to identify the student’s learning style, scaffold their learning and differentiate the curriculum in order to help develop the student’s true potential.
Model of Action
Students’ learning needs are identified through a two stage model of assessment and provision. This graduated approach allows for a continuum of addressing students’ needs across the school, and recognises that students’ needs may vary or may be of a temporary nature.
Identified students either at Level 1 (Beginner/Developing) or Level 2 (Advanced) are placed on the ELS Programme at the appropriate stage. Teachers and parents are informed and appropriate action is taken. Support is provided on a pull-out or push-in basis in small groups or one-on-one. For Level 1 students, they are exempted from attending additional language classes until they reach Level 2.
Parents are seen as being vital in any student's education and therefore we strive to build a strong partnership with all parents. The school values the contribution of parents and encourages their participation in any decisions regarding any issues relating to their child. The school will inform parents if/when their child is first identified as requiring learning support provision and will inform parents on a regular basis of their child's progress. The school will also respond to expressions of concern made by parents.
Parents will provide the school with any information which may be relevant, including details about their child's health, early development and behaviour at home, or any learning support provision in the past. Parents will participate in their child's attempt to meet his/her targets, offering support and encouragement when necessary. Parents will collaborate with the school in working consistently with their child. Parents will liaise with the school by attending review meetings, informing ELS staff of any concerns that may occur between meetings and by contributing to any home-school liaison arrangements.