In the latest issue of The Knowledge Review, The Most Recommended IB Schools to Study, 2023,’ we explore the Most Recognized IB Schools.

1. Redefining the IB Curriculum
Empowering Global
Citizens for the Future
Exploring the Benefits of
International Baccalaureate
(IB) Schools
Beyond the
Classroom Walls
Embracing Experiential
Learning to Nurture
Curiosity and
Practical Skills
Most
to Study,
Recommended
IB
Schools
The
2023
www.theknowledgereview.com
Vol. 06 | Issue 08 | 2023
Vol. 06 | Issue 08 | 2023
Vol. 06 | Issue 08 | 2023

4. oday, education is not solely
Tabout academic achievement;
it encompasses the
development of well-rounded
individuals. IB schools understand this
truth and prioritize holistic
development. These schools stand as
beacons of academic excellence,
embracing a holistic approach that
goes beyond traditional education.
These institutions foster a diverse
community of learners, promoting
intercultural understanding and
cultivating global citizens.
Alongside rigorous academic pursuits,
students of IB schools engage in
sports, arts, community service, and
personal projects that foster their
physical, emotional, and social growth.
The aim is to nurture compassionate,
empathetic individuals who can
navigate the complexities of the world
with resilience and integrity.
In an increasingly interconnected
world, IB schools encourage students
to embrace a global perspective.
Through intercultural exchanges,
international collaborations, and
service-learning initiatives, students
develop an appreciation for diverse
cultures, perspectives, and global
issues. IB education empowers
students to become active global
citizens, fostering a sense of
responsibility and a commitment to
creating a more inclusive and
sustainable future.
In its latest edition, 'The Most
Recommended IB Schools to Study,
2023,' The Knowledge Review delves
into the world of IB education and
celebrates its transformative power in
shaping the minds of future leaders.
From igniting curiosity and nurturing
holistic development to fostering a
global perspective and empowering
future leaders, IB schools continue to
shape the educational landscape and
inspire generations of students to reach
their full potential.
Embark on the remarkable journey of
IB education and witness the profound
impact it has on the lives of students as
they become empowered to shape a
brighter future for themselves and the
world.
Have a captivating read!
Path
to Global Excellence
Editor’s
N O T E
IB Schools
Lighting the
RiyaChatterjee
- Riya Chatterjee

6. June, 2023 Editor-in-Chief Mary D'souza
Managing Editor
Art & Design Head
Visualiser
Co-designers
Rahul Shinde
David King
Paul, Sonia
Business Development Executives
Assist Vice President
Sr Sales Manager
Amy Wilson,
Phill Miller
Swapnali Vasaikar
Samuel Jose
Digital Marketing Manager
Technical Consultants
Technical Head
Assistant Technical Head
Alina Sege
David, Robert
Jacob Smile
Rajeshwari Avhad
SME-SMO Executives
Assistant Digital
Marketing Manager
Circulation Manager
Research Analyst
Tanaji Fartade
Eric Smith
Ravindra, Gemson
Mark Clain
Contributing Writer
Riya Chatterjee
Anish David
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CORPORATE OFFICES

7. European
Interna onal School
Ho Chi Minh City
SIS Medan &
SIS South Jakarta
Stamford
American School
United Na ons
Interna onal
School of Hanoi
European Interna onal School Ho Chi Minh
City offers a world-class educa on that
prepares students for success in whatever
they choose to do.
SIS Medan & SIS South Jakarta are commi ed
to their mission to spark curiosity and inquiry
while developing values and 21st-century
skills.
Stamford American School is a private school
that offers a world-class interna onal
educa on with a rigorous standards-based
curriculum for its children.
Guided by UN values, United Na ons
Interna onal School of Hanoi inspires all
learners to strive for academic and personal
excellence and empowers students to create
a sustainable impact.
URL
eishcmc.com
sisschools.org
sais.edu.hk
unishanoi.org
Name of the School Description
Most
Recommended
IBSchools
2023
The
toStudy,

8. Redefining the IB Curriculum
American
School
08
S P E C I A L P R O F I L E
SIS Medan &
SIS South Jakarta
Revolu onizing Educa on in Indonesia
18
C O V E R S TO R Y

9. P R O F I L E
on
ten
ts
30European International
School Ho Chi Minh City
Fostering Future Genera on
of Global Ci zens
P R O F I L E
United Nations
International School of Hanoi
Empowering Students to Become Global Ci zens
40
34
C XO
Success Beyond Grades
How Can Students Improve their Chance to
their Desired University Offers?
26
A RT I C L E S
Beyond the Classroom Walls
36
Empowering Global
Citizens for the Future

10. School
Redefining the
IB Curriculum
Stamford American
School Hong Kong is home
to a team of over 25
IB expert faculty.

11. Cover

12. The IBDP is one of the most
rigorous and well-regarded
high school programs offering
global access to top universities. The
IBDP is one of the most rigorous and
well-regarded high school programs
offering global access to top
universities. And, Stamford American
School, Hong Kong, home to a team
of over 25 IB expert faculty, is one of
the schools to honor the intricacy of
the curriculum. It has three key IB
specialist faculty with 55 combined
years of experience guiding Stamford's
first graduating cohort to exciting
futures and blazing a trail for those to
follow.
Dean of Academics to Ensure
Excellence
Michael Galligan has led the
development and accreditation of the
IB at Stamford American since
opening in 2017. Holding 23 years of
experience, he previously led the IB
program at Stamford Singapore, which
has over 100 graduates yearly that are
accepted into universities in twenty-
two countries globally. Beyond the
IBDP, from Day 1, Mr Galligan has
helped shape the school's uniquely
American and IB-centric curriculum,
which combines student engagement
with a strong backbone of academic
rigor.
Passionate about expanding learning
opportunities outside of the classroom,
Mr Galligan has been instrumental in
the growth of the school's bespoke
Cornerstones Program that pairs
Grades 9 and 10 students with industry
professionals in e-commerce,
entrepreneurship, architecture, and
more. For many students, this
experience leads to their Grade 10
Sophomore Project, a start-to-finish 8-
month experience of research,
planning, and development of a
product or service of personal interest.
Students have even launched their
businesses from this project, such as
current Grade 12 Sameul Cruz-Bravo,
who launched his clothing line,
‘Kawsay.’
Mr Galligan also teaches Grade 11
Business Management. Recently, six
students participated in the city-wide
‘Business Excellence Contest.’ They
submitted a business plan to integrate
technology to support a social
sustainability campaign (Mother's
Choice). With this wealth of
knowledge, it is no surprise that the
first graduating cohort at Stamford
Hong Kong has already received
university offers from outstanding
schools in the United States, Canada,
the UK, Australia, and Hong Kong.
This past year Stamford American had
a unique opportunity to be trailblazers
as it worked with an outside
professional (Mr Jhashi of VEXA) to
test his prototype of an app he is

13. developing to launch sometime soon.
The app connects high school students
with universities through short
personal videos of university life
posted in the app, which brought
student stories to life but also was a
significant experience in a real-world
context.
Trailblazing of the Secondary
Principal
Teresa Foard, the secondary principal,
was already an established leader in the
Cognita school network when she
Stamford
American School
is an IB world school
offering the IBDP.
An American
standards-based
curriculum combined
with unique programs
makes the Stamford
approach to the IBDP
special in
Hong Kong.

14. joined Stamford in 2020, having
fostered many successful IB graduates
at the International School of Ho Chi
Minh City.
With 23 years of experience, she is also
an IB trainer. She brings her IB
educator expertise to the Stamford
community through her leadership and
the recruitment and ongoing
development of top teachers in
Stamford's growing Secondary
Division.
Ms Foard is well-known to the
secondary students at Stamford, whom
she knows by name through her
approachability and open-door policy.
However, it is difficult to find her in the
office. She can be seen working with
students, faculty, and parents to rebuild
bonds and passions as restrictions have
eased and opportunities have
expanded.
Ms Foard is dedicated to developing
student agency and voice. Ms Foard
has been instrumental in building the
Model United Nations Club,
supporting Student Council to
reestablish an environmentally-friendly
campus garden, and planning the 2023
Prom and Graduation celebrations.
Most importantly, she ensures all
students feel cared for and can
confidently shine at Stamford.
Her most memorable moments have
been working with the class of 2023 to
build traditions at Stamford. She is so
proud of the leadership these students
showed in designing bespoke senior
uniform sweaters, being instrumental
in the launch of the House system, and
the multiple moments of care they
showed to one another during the
pandemic. Even in the thick of IB
exams and assessments, they continue
to be strong role models to the many
Stamford graduates who will follow
The Most Recommended IB Schools to Study, 2023

15. them. If she had to pick one favorite
memory, it would be when a group of
seniors climbed Lion Rock together as
part of their IB CAS requirement.
There is a picture of them on the 7th
floor of the school, and when she looks
at this, it makes her smile every time as
it is the perfect capture of their close-
knit seniors conquering mountains.
Assistance from University
Counselor
Helen Fung joined Stamford in 2022
with over seven years of work
experience, including four years at an
IB international school focusing on
Higher Education and Careers. Her
solid background and credentials give
her the knowledge to support students.
At the same time, her friendly, honest,
and firm personality helps guide
students to their best-fit university by
asking tough questions and keeping a
close watch on progress.
Ms Fung leads Stamford's university
and career counseling program, which
starts in Grade 9, where students begin
to explore their full potential for future
studies and careers throughout high
school. As part of the university
counseling program, Ms. Fung closely
tracks students' academic progress
against their goals to secure their best-
fit universities. With global
destinations in mind, she also supports
all students in navigating the
application systems of different
countries and ensures the final
submissions reflect each student's best.
In addition to finding the right
university, Ms Fung supports students
to grow socially and emotionally
through workshops and lessons using
the School Connect Framework.
Students learn skills such as
developing a work ethic, taking full
responsibility, problem-solving in the
workplace, negotiating an agreement,
and more. Weekly lessons in these life
skills ensure Stamford graduates not
only land at the right university but
have the skills and ability to succeed in
any career.
Her favorite moment with the 2023
graduating batch was receiving the first
university offer for Stamford's class of
2023 and celebrating their success. She
shares the students' excitement each
time a new offer comes in, with
students pursuing diverse careers in
majors such as Cell, Molecular, and
Stamford employs a
large number of faculty,
offering 25 high school
courses and an
abundance of Creativity,
Activity; and Service
options.

16. Developmental Biology, Business,
Economics, Engineering, and Arts.
There are over 5,000 IB World Schools
in 150 countries globally. IB programs
are renowned for their excellence,
notably the International Baccalaureate
Diploma Programme (IBDP), enabling
access to top universities worldwide.
The IB is more than just its courses;
how each school fosters IB skills and
learners is unique.
Stamford American School is an IB
world school offering the IBDP. An
American standards-based curriculum
combined with unique programs makes
the Stamford approach to the IBDP
special in Hong Kong.
Nurturing Skills and Attitudes
The IB has a clear vision for its
learners. The vision is translated into
the IB Learner Profile and Approaches
to Learning (ATL's), two elements
unique to the IB that guide all IB
learners towards developing attributes
and skills crucial to building a better
world. Some examples from the ATL's
are communication, critical thinking,
time management, creativity, and
reflection.
Students at Stamford begin their path
to becoming IB learners as soon as
they start school by introducing the
Learner Profile, which becomes the set
of attributes they will strive to develop.
Before embarking on their graduation
journey, Stamford teachers work
closely with students to embed the
necessary skills to drive their approach
to academics and real-life challenges.
For example, during the Mission
Inspire STEMinn project week, Grade
5 students were challenged to create a
lunar base for four astronauts to
survive for two weeks. Working in
groups (collaboration), students had to
design a base together (creativity and
critical thinking) and, after presenting
Stamford
American
School lives and
breathes the IB
philosophies at all
grade levels with
unique programs
and American
standards to bring
out the best in
every student.

17. their ideas, consider what they might
change or do differently next time
(reflection). Hands-on projects like
these are deemed inquiry-led, where
teachers support, and students actively
drive the learning. This educational
approach fosters skills and curiosity
and is more aligned with the real
world; when in the workforce, those
who shine problem-solve and explore
how to drive new innovative ideas or
processes. In addition to these
capabilities, a clear learning roadmap
is identified for each student with the
American standards-based curriculum,
ensuring students have a solid
academic and skill-based foundation.
Fostering a Global Mindset
A global mindset is made, not born. As
students, jobs, and information become
increasingly globally connected,
students need to demonstrate worldly
vision. At Stamford, a global mindset
is fostered in units of study and
through the UN Sustainable
Development Goals. Recently, lower
elementary students learned about
climate change and how it affects lives
on Earth. They ‘invented’ a powerful
tool to fight climate change by
changing states of matter, combining
creativity with coding and other
technical skills in their project while
learning to empathize and problem-
solve. A grade 5 student was inspired
to research the goal of ‘Life Below
Water’ after watching a video of
people removing plastic tubes from a
sea turtle. She then created an action
plan to organize beach clean-ups and
advocate for plastic-free life.
Cultural celebrations occur at
Stamford throughout the school year.
In daily classroom discussions,
At Stamford, a
global mindset is
fostered in units
of study and through
the UN Sustainable
Development Goals.

18. students are encouraged to share their
cultural experiences and unique
viewpoints on a wide range of topics.
With 31 student nationalities and
faculty from 15 countries, students
experience other cultures and
perspectives without leaving the
classroom to build empathy to
collaborate globally.
The Path to Graduation: The IBDP
For many learners, the final step in
their high school journey is the IBDP, a
culmination of the academic and life
skills garnered through elementary to
early high school. In Grades 11 and 12,
students have the opportunity to pursue
this diploma that grants them access to
even the most elite universities. Unlike
the A-levels, courses are broad to
ensure students have flexibility in their
future career paths.
At Stamford, to prepare students for
the rigorous task of the IBDP extended
essay (4,000-word research paper). The
results of these exercises often spark an
area of deep interest for their
Sophomore Project in Grade 10.
During this 8-month-long project,
students conduct research in an area of
their choosing, providing invaluable
preparation for the extended essay.
In addition to these special projects,
Stamford offers small cohorts,
providing personalized support through
challenging courses such as the Theory
of Knowledge. As part of the Cognita
group of schools, Stamford employs a
large number of faculty, offering 25
high school courses and an abundance
of Creativity, Activity, and Service
options (another IB requirement) akin
to a larger school.
In today's world, life and work demand
diverse skills and mindsets to achieve
success; the IB delivers this to learners
of all ages and grants them access to
universities of choice upon graduation.
Stamford American School lives and
breathes the IB philosophies at all
grade levels with unique programs and
American standards to bring out the
best in every student.

21. Revolutionizing Education in Indonesia

22. The IB curriculum is making waves worldwide. The
curriculum has high demand from parents and
students from the majority of the count. Indonesia
is no exception.
SIS group is on a mission to fulfil these new demands of
parents and students in Medan and South Jakarta. SIS
Medan and SIS South Jakarta (SIS SJ) are part of an
international-award-winning SIS Group of Schools.
Founded in 1996 by a Singaporean, Jaspal Sidhu, the SIS
Group aims to make quality education accessible in
developing countries by making it affordable to more
members of its society. The Group is in a strategic
partnership with the IFC (World Bank). It has footprints in
Indonesia, India, and Myanmar and is soon expanding to
the Philippines.
The SIS Schools offer three of the world’s best curricula;
Singapore, Cambridge and International Baccalaureate (IB).
This unique offering has seen SIS producing excellent
academic achievements that have helped place its students
in 23 out of the 50 top-ranking universities so far.
Tri-Curricula Programming
SIS South Jakarta is a K-12 school and is where the SIS
Group journey began. The setup of SIS SJ followed the
Raffles Institution, a premier school in Singapore, which is
the Founder’s alma mater.
Combining the unique offering of tri-curricula
programming and competitive pricing (priced at more than
half the fee of the other established international schools at
that time), SIS SJ soon gained popularity among the
expatriates and local communities, which continues till
today.
SIS Medan is also a K-12 school and uniquely the first
School on the island of Sumatra to offer the IB programme
at affordable fees. By doing so, SIS Medan made IB
accessible to more expatriate and local community
members, which sets it apart from its competitors.
Like its sister school, SIS Medan also offers the SIS tri-
curricular programme. Both schools boast a consistently
high above-average IB grades every year.
Collaborating with SIS Network
Despite its distance from Jakarta, SIS Medan and all other
SIS Schools in the Group do not operate in isolation.
Members of faculties and staff regularly collaborate with
their counterparts across the SIS network in a unique
ecosystem aided by technology.
In 2019, the Financial Times - IFC (World Bank) awarded
SIS the 'Transformational Business Award' in Education in
recognition of this unique collaborative ecosystem.
Turning Raw Idea into Reality
In 1996, the journey of SIS Group started as a modest one-
story school building in a temporary location with a minor
investment. Within a year, the School was able to afford to
build a playing field and its first basketball court.
Notwithstanding the lack of facilities, enrolment
progressively increased from 50 to the School’s maximum
intake of 200 under the leadership of well-known
educationists from Singapore.
The school quickly developed a lengthy waiting list of
international students. This prompted the Founder to
quicken their search for a permanent location with
amenities on par with Jakarta’s best international schools.
In a housing development in Bona Vista, South Jakarta, SIS
was able to redesign, build, and ultimately transform an
‘abandoned’ clubhouse into a school that is the talk of the
neighbourhood.
Today, the School is easily accessible from many areas of
Jakarta thanks to its location in a peaceful neighbourhood
that borders the upscale Pondok Indah real estate and is just
two minutes from the Outer Ring Road.
The SIS complex is surrounded by beautiful, curved
gardens and boasts an open, airy concept. The amenities,
which include a competition-sized pool, a football pitch,
basketball courts and tennis courts, are available to
everyone.
Staying True to Values
The vision of the SIS group explains why it exists. It strives
to inspire its learners toward greater heights.
The group is committed to its mission to spark curiosity and
inquiry while developing values and 21st-century skills. It
prioritizes learners and personalizes learning to make a
better world.
The values of the SIS group are fairness, respect, integrity,
compassion, and courage. These values are the foundation
of how the group does things.
The Most Recommended IB Schools to Study, 2023

23. Jaspal Sidhu
Founder and Chairman,
SIS Group of Schools

24. Building on those in the group’s Desired Student Learning
Outcomes (DSLO). Its DSLO identifies the skills and
competencies for students to succeed in their colleges and
career.
Passionate Leadership
In the school setting, there are dynamic and goal oriented
Headteachers, Ryan Krause (SIS SJ) and Karl Bresler (SIS
Medan). They both lead their teams of equally passionate
and capable faculty and staff members.
Both headteachers receive the support of the visionary and
excellently governed SIS Board and the Council of Head
Teachers that they are members of with other SIS Schools.
This ecosystem of vision, collaboration and support led to
the growth of the SIS Schools.
Initiatives to Provide Best Practices
SIS Schools have developed Public-Private Partnership
initiatives aimed specifically at exposing public school
teachers to best practices. Teachers from neighbouring
schools are encouraged to visit and watch SIS teachers in
action.
SIS Schools also provide internship opportunities to
aspiring local teachers and principals. Other initiatives
include raising funds for improving the facilities of public
schools.
Tackling the Challenges
The biggest challenge that SIS faced was the recent
pandemic. Early on, SIS tackled it by ensuring the well-
being of both teachers and students was looked after. The
schools collected regular feedback from all parties
(students, parents and teachers alike) and improved their
delivery, systems and processes as they went along.
SIS invested generously in technology, pre-pandemic, and
hence the infrastructure didn’t become an issue. The open
and transparent feedback systems resulted in high
satisfaction levels from the community. While other schools
lost students during the pandemic, SIS Schools saw an
increase in enrolment.
Taking Interests into Account
SIS Schools offer a host of extracurricular activities to
encourage students to pursue their passions outside the
classroom. The activities offered are in line with DSLO and
take into account the interests of communities.
Students participate in sports, arts and academic
competitions, community work and Model United Nations
conferences, among many others.
DSLO share similar competence outcomes with STEM. The
schools teach and embed STEM into the school
programme.
Coding and robotics curricula are taught right from the
early years to develop computational thinking. The SIS
Technology curriculum teaches Design Thinking.
Makerspace and V.R. labs are in various stages of progress
in the schools.
On top of the above, the SIS Schools also find other areas in
the curriculum to provide opportunities for the students to
do STEM activities like school projects and summer
programmes. The Schools have also embraced the United
Nations Sustainable Goals. School projects include solving
environmental and community issues.
Our vision at SIS is to
strive to inspire our learners
toward greater heights.
Karl Bresler
Head Teacher,
SIS Medan

25. Higher Level of Engagement
SIS Schools place a heavy emphasis on their Global
Perspectives program. This allows students as early as the
primary levels to understand their environment and global
issues. This program then naturally morphs into the IB’s
Community Activity Service (CAS) and Theory of
Knowledge Components.
Another focus of SIS Schools is its approach to teaching via
Active Learning. This teaching approach allows for a higher
level of engagement and better learning outcomes.
The efforts of the SIS group have been acknowledged, and
the group has received some of the most prestigious awards,
especially in the last three years.
• 2019: SIS was awarded the prestigious Financial Times –
International Finance Corporation (World Bank) Global
Transformational Award for its collaboration model and
impact in the education sector.
• 2020: SIS was named by Capital Finance (in London) as
the Best Educational Institution in SE Asia in terms of
impact on its stakeholders and communities.
• 2021: SIS was nominated for the Stewardship Leadership
Award by INSEAD and the Hoffman Global Institute.
Thinking Beyond Grades
Asked how SIS Schools will embrace the fast-changing
world, the Founder, Jaspal Sidhu, shared his thoughts and
said,“The world is indeed unpredictable. Grades alone will
not be enough. Students need to be curious and try different
things to tap their interests. No experience is wasted. They
need to embrace challenges and learn to persevere, but they
also need to understand their own body and anxieties. Not
keeping things bottled up but reaching out to family,
teachers, and friends for support as they navigate social
and emotional challenges.”
“SIS Schools will continue to move with the times and the
demands of this new and unpredictable world. Skills like
perseverance, analytical skills, collaboration, and
innovation will continue to sit at the centre of the school
program. Technology like Virtual and Augmented Reality
will play a bigger role in our learning and teaching
approaches. Our students have moved to some of the best
local and international universities in the world. And the
best part is we do this with the most affordable set of fees
you will see around,” he continued.
Making Education Affordable
The Founder of the SIS Group of Schools is Jaspal Sidhu.
Trained as an engineer, he spent most of his adult life
working in Indonesia. Realizing the wide disparity between
good, expensive schools and those at the other end of the
pyramid, Jaspal decided his personal mission would be to
make quality education affordable.
Jaspal also sits as an advisor to a public-private initiative
that looks to improve the standards of Education in
Indonesia. He regularly speaks at education and investment
conferences, including those held in San Francisco,
Singapore, Cape Town and Dubai.
His latest endeavours include a partnership with Deloitte
looking to ways of training teachers from local
communities. The unique model looks to ideas from outside
the education industry.
Jaspal recently established the Inspirasi Schools. These
would be established in smaller cities in developing
countries for the aspirational class.
“SIS was established in 1996 with the support of respected
individuals from the Singapore government and Raffles
Institution. SIS subscribes to the Singapore education
system because of its disciplined approach to educational
pedagogy. It is also responsive to changes in the world. No
wonder it ranks number one in the world, based on the
latest PISA rankings. Today with our schools in almost all
major cities in Indonesia and the region, we look to
promote 21st-century skills in this unpredictable world. My
dream is to make all SIS Schools accessible to as many
people as possible in this lovely archipelago,” Jaspal
shares.
Ryan Krause
Head Teacher,
SIS South Jakarta

28. Beyond the Classroom Walls
(26) www.theknowledgereview.com
June 2023
Embracing
Experiential
Learning
to
Nurture
Curiosity and
Practical
Skis

29. dependent on an individual's ability to
learn new skills and adjust their
approach accordingly. By stepping
beyond the classroom walls, students
have the opportunity to engage with
the real world, gain hands-on
experiences and develop a deeper
understanding of the subjects they
study.
This article explores the concept of
experiential learning and its
correlation with nurturing curiosity
and practical skills.
Understanding Experiential
Learning
Experiential Learning Defined:
Experiential learning is an educational
approach that focuses on active
engagement, practical experiences and
reflection. It goes beyond traditional
classroom instruction by immersing
students in real-world scenarios where
they can apply their knowledge and
skills.
(27)
www.theknowledgereview.com June 2023
ducation is not confined to the
Ewalls of a classroom; it
extends far beyond that. In a
rapidly changing world, where
practical skills and an innate sense of
curiosity are essential for success,
embracing experiential learning has
become crucial. The very foundation of
education is a strong connection
between a knowledgeable, caring adult
and a secure, motivated child, and the
most respected teachers have
discovered how to turn students into
enthusiastic participants in the
instructional process through project-
based, participatory, educational
adventures. Learning to learn has
become a basic competence, as has to
manage one's learning. In a constantly
changing world, educational success is

30. Nurturing Curiosity through Real-
world Experiences
Curiosity as the Driving Force:
Curiosity is the fuel that drives
learning. Experiential learning
provides students with the opportunity
to explore and ask questions, igniting
their natural curiosity. By engaging in
hands-on experiences, students become
active participants in their learning
journey, leading to a deeper desire for
knowledge.
Connecting Theory with Practice:
Experiential learning bridges the
theoretical and practical divides.
Students can directly apply what they
learn in the classroom to real-world
situations, allowing them to see the
relevance and practicality of their
knowledge. This connection enhances
their curiosity and motivates them to
seek further understanding.
Developing Practical Skills through
Real-world Application
Hands-on Learning:
Experiential learning enables students
to acquire practical skills through
hands-on experiences. Whether it's
conducting science experiments,
participating in community service
projects, or internships, students gain
valuable skills that cannot be fully
developed through theoretical
instruction alone.
Problem-solving and Critical
Thinking:
Experiential learning cultivates
problem-solving and critical-thinking
skills. When faced with real-world
challenges, students are encouraged to
think analytically, evaluate options and
develop innovative solutions. These
practical experiences hone their ability
to think on their feet and adapt to
different situations.
Collaboration and Communication:
Working on real-world projects within
experiential learning environments
requires collaboration and effective
communication. Students learn to
collaborate with peers, leverage each
other's strengths and communicate
their ideas clearly. These interpersonal
skills are essential for success in the
professional world.
Learning Beyond the Classroom
Walls
Field Trips and Excursions:
Field trips and excursions provide
students with the opportunity to learn
outside the traditional classroom
setting. Whether visiting museums,
historical sites, or natural habitats,
students can witness firsthand what
they have learned in textbooks,
deepening their understanding and
fostering a sense of wonder.
Internships and Work Placements:
Experiential learning can involve
internships and work placements,
allowing students to gain real-world
experience in their field of interest.
These opportunities provide valuable
insights into the industry, develop
practical skills and enhance
employability.
Service-Learning:
Service-learning projects engage
students in meaningful community
service activities. By actively
contributing to their community,
students develop empathy, compassion
and a sense of responsibility. Service
learning fosters an understanding of
social issues and promotes active
citizenship.
The Benefits of Embracing
Experiential Learning
Enhanced Engagement and
Motivation:
Experiential learning sparks student
engagement and motivation. By
connecting their learning to real-world
contexts, students see the relevance
and purpose behind their studies,
leading to increased enthusiasm and a
desire for continuous learning.
Holistic Skill Development:
Experiential learning nurtures a wide
range of skills, including critical
thinking, problem-solving,
collaboration, communication and
adaptability. These practical skills are
transferable and valuable across
various academic disciplines and future
careers.
Deeper Understanding and Retention:
Hands-on experiences and real-world
applications deepen students'
understanding of the subjects they
study. By actively engaging in the
learning process, students develop a
lasting comprehension and retention of
knowledge.
Preparation for Future Challenges:
Experiential learning prepares students
for future challenges by equipping
them with practical skills, adaptability
and a sense of curiosity. In a rapidly
evolving world, these qualities are
essential for success and personal
growth.
Embracing experiential learning goes
beyond the confines of a classroom,
nurturing curiosity and practical skills
in students. By providing opportunities
for real-world engagement,
experiential learning bridges the gap
between theory and practice develops
practical skills and prepares students
for the challenges they will face in the
future.
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June 2023

32. European International
School Ho Chi Minh City
Fostering Future Genera on of Global Ci zens
he International Baccalaureate (IB) curriculum is
Tdesigned to offer students a comprehensive
education that goes beyond traditional academic
subjects. Unlike many other curricula, IB allows students to
explore a diverse range of subjects, including everything
from global politics and film to psychology, philosophy, and
computer science. This broad range of offerings means that
students are exposed to a wider variety of topics and can
develop a more well-rounded understanding of the world
around them.
IB curriculum is about more than just academics. Its
primary goal is to develop socially conscious adults who
are equipped to contribute to society in a meaningful way.
To that end, the IB curriculum includes an outdoor activity
component that encourages students to engage in Creativity,
Action, and Service (CAS) projects. This helps students
develop a more balanced approach to their studies that
emphasizes social and emotional growth as well as
academic achievement.
Top universities and institutions worldwide recognize and
value the IB curriculum, making it an excellent choice for
students looking to pursue further education. Of those in
Vietnam, the European International School Ho Chi
Minh City (EIS) is one of the leading IB Continuum
Schools, offering a world-class education that prepares
students for success in whatever they choose to do.
With a focus on providing a truly international education,
EIS boasts a diverse community of over 40 nationalities and
languages represented.
One of the standout features of EIS is its boutique, garden,
and low-rise villa-style campus, providing a beautiful and
serene learning environment. But it’s not just the campus
that sets EIS apart – the school has a team of world-class
teachers, experienced and qualified, with an average of 13
years of teaching experience.
EIS had an impressive 100 percent pass rate for the 2021-
2022 academic year, reflecting the quality of education
provided at the school. Despite its high standards, EIS
offers affordable tuition fees, making it accessible to
families who value a high-quality education.
Moreover, EIS is a Council of International Schools (CIS)
accredited school, demonstrating its commitment to
providing an exceptional education that meets rigorous
international standards.
Broadening the Perspective
EIS was authorized by the International Baccalaureate in
2014 and reauthorized in 2019. Since becoming an IB
World School, EIS has continued to grow and develop in
terms of numbers, facilities and rigour. It is a K-12 English
Medium school which offers a truly international education
giving its students many opportunities to broaden their
perspectives and become global citizens.
It is an educational village where the school learns to make
positive contributions to communities and the world
beyond.
An Amalgamation of Knowledge and Experience
The Senior Leadership Team (SLT) at EIS has a wealth of
knowledge and experience teaching and leading in
international schools across the globe. Both John Veitch,
Head of School and Jo Roberts, Deputy Head of School
are deeply committed to the mission and vision of the
school and are fully involved in all aspects of school life.
An effective structure of distributed leadership means that
the SLT is strongly supported by a variety of leaders across
the school, ensuring that all learning programmes are
clearly defined, rigorous and in accordance with the
requirements of the International Baccalaureate.

33. EIS is well-established as one
of only a few IB Con nuum
Schools in Vietnam, and
students receive a
challenging world-class
learning experience, with an
emphasis on concepts and
the development of
essen al life skills.

34. Step-by-Step Growth
EIS is a relatively new school in the city, approximately 11
years old. This meant that a great deal of hard work,
dedication and investment had been required throughout
this time to enable the school to grow in size, quality and
stature to ensure quality and sustainability.
As a growing school, facilities and space were issues in the
past but due to comprehensive and thoughtful planning and
investment EIS has been able to maximize its potential by
acquiring additional villas to convert into teaching spaces.
Allowing Students to Explore Interests
EIS provides a rich and diverse program of
After-School Activities (ASAs) and Extra-
Curricular Activities (ECAs) for all students
from Early Years up to Grade 12. Students
can explore their interests in a nurturing
space and the education they need to develop
their artistic talents, social competencies,
physical endurance, and skills. While
participating in some of the many activities
the school offers – including sports, arts and
crafts, robotics, coding, painting and
community service – learners have fun in a
supervised and supportive environment.
ASAs are included in the annual tuition fees.
A range of field trips and activities are
provided to students across all grades. EIS
also offers an exciting Week Without
Walls (WWW), an experiential learning
opportunity for students in Grades 3 -
11. WWW opportunities provide
students with time outside the confines
of the classroom. During this learning
period, EIS students are encouraged to
look beyond their books or electronic
devices and discover the world outside
of their regular environments.
Ensuring Effective Learning
EIS joined ‘Inspired,’ a premier
worldwide group of 80 top schools
spread across 23 countries and five
continents, in 2020.
European Interna onal
School Ho Chi Minh City
is an educa onal village
where we learn to make
posi ve contribu ons to
our communi es and the
world beyond.
The Most Recommended IB Schools to Study, 2023

35. The Group was founded in 2013 by Nadim
M. Nsouli with the objective of providing
students with a high-quality international
education that included innovative and
engaging programmes in schools equipped
with cutting-edge technology.
Inspired continues to demonstrate
excellence in private education ten years
later, educating 70,000 students
worldwide. To ensure effective learning
across the Group, Inspired's excellent
educators utilize a deep understanding of
best practices in modern education.
International exchange programmes,
foreign study experiences, collaborative
research possibilities, and a progressive
teaching approach benefit Inspired schools.
Developing Essential Life Skills
EIS is well-established as one of only a
few IB Continuum Schools in Vietnam.
Students receive a challenging world-class
learning experience with an emphasis on
concepts and the development of essential
life skills. Its learning environment
provides students with the values,
attitudes, and tools needed to grow into
globally minded and independent citizens,
well-prepared for further studies, and able
to make positive contributions to the
world.
Enhancing Linguistic Abilities
EIS offers three IB programmes for 3 - 18 years of age. The
Diploma supports the study of home languages by offering
Vietnamese and Korean bands. This means that many
students who would not be eligible for the Diploma or a
Bilingual Diploma have the option to study their strongest
language independently with the support of a specialist
language supervisor from EIS and an external tutor.
Students have a variety of additional languages to choose
from, such as French, German and Spanish. Importantly, at
EIS, there is a strong focus on differentiation and
personalized learning.
Never-Ending Pursuit of Excellence
For its impeccable display, the school has received
numerous recognitions. Some of them are:
• IB Continuum School
• CIS Accredited
• EARCOS Member School
• 100 percent pass rate in the IB Diploma for the 2020–
2021 and 2021 – 2022 academic years.
EIS will continue to strive for excellence and remain
committed to its mission and vision of fostering, educating
and empowering future generations of global citizens.

36. Chance to
their Desired
University Offers?
How can Students
Improve their
Steven Shaw

37. O
O
nce upon a time it seemed the only factor in
university application success was academic
outcomes and grades, this is no longer true, if it
ever really was. The expansion of global travel for
university places means competition is becoming fiercer
and fiercer and with the constant increase in international
schools across the world, today's students must stand out
amongst this ever increasing crowd. So how do students
stand out in this global market with so many high achieving
students? This is now the question so many schools are
being faced with. So what are universities looking at
beyond grades and why? And more importantly, what can
schools learn from this?
It has been accepted for a long time that the way to student
potential is to develop the whole student. To focus purely
on exam outcomes can mean that grades are achieved but at
what cost? Are these students going to be equipped to
continue this success in the very different environment or
tertiary education? This is a concern regardless of whether
the student comes with A Level grades, IB Diploma Points,
SAT or AP scores or from some other academic system.
If these students cannot problem solve, work with others,
and communicate clearly, what real long-term prospects do
they have? The real priority for schools must be to develop
the whole individual so that academic success is possible
alongside the development of life skills that will ensure
success well beyond school life. This is the reason that
good schools embed so many other opportunities within
their curriculum.
Common place now is MUN, International Award or The
Duke of Edinburgh Award, debating clubs, charity groups
and other leadership roles alongside the sporting and arts
opportunities. These activities do not just bolster the
student's application or CV, they provide real opportunities
for learning. Let's take the MUN as an example. The MUN
allows students to actively engage in real life global issues,
it raises awareness.
It requires students to consider a problem from a particular
stance, the stance of the country they are representing,
regardless of whether their personal stance is the same or
quite the opposite. It requires students to share ideas, seek
alliances, debate and discuss points and agree resolutions.
What successful person could not benefit from these skills?
I wonder what my early career might have looked like had I
had that opportunity to develop those key life skills at a
younger age. You could list similar skills that are developed
for the other opportunities available alongside the benefits
and importance of those skills.
So what are the implications for school leaders? Firstly,
what opportunities can you provide for your young learners
within the school environment? How can you balance this
against curriculum needs? My opinion is that leaders need
to be brave and trust that if students are getting genuine
development opportunities, it will make them better
learners but more importantly allow them a better chance at
success longer term.
It will mean that schools are fulfilling their responsibility of
developing the whole individual so they can reach their
potential beyond school and become a globally aware
citizen and contribute to society. It will also boost their
potential offers from universities and make them more
saleable to establishments who are now forced to look
deeper to select their students, from a global cohort. For
those in the community that may be cynical about the
benefits of these opportunities, although I hope there are not
too many, simply refer to the fact that to be offered places in
the top universities students are having to demonstrate
wider development. This justifies the need although I hope
you appreciate that the real need is around student
development, not CV development.
So why are universities looking at more than just grades, is
this just a way to distinguish between individuals? I believe
not. I believe universities understand that a student who has
had opportunities outside the classroom and demonstrated a
desire and passion to be involved will be the type of
learners more likely to cope with the transition to a new
learning model, are more likely to have the skills to succeed
and contribute to their new community, the university.
So, whilst it is easy to adopt the view that clubs and
activities will boost an application merely by their presence,
it is much more likely that the presence of those additional
learning opportunities demonstrate the individual has had
the support and opportunities to develop those key life
skills needed to meet their potential, in school and beyond.
Success Beyond Grades

38. Exploring
the Benefits of
International
Baccalaureate (IB)
Schools
empower students to become
compassionate, knowledgeable and
well-rounded individuals ready to
tackle global challenges.
A Holistic Approach to Education
Comprehensive Curriculum:
IB schools offer a comprehensive
curriculum that goes beyond traditional
academic subjects. Students are
encouraged to develop a broad
understanding of various subjects,
exploring the interdisciplinary nature
of the program. This approach allows
students to make connections between
different areas of knowledge and
develop a well-rounded understanding
of the world.
Emphasis on Critical Thinking:
IB schools prioritize the development
of critical thinking skills. Students are
encouraged to analyze complex issues,
evaluate multiple perspectives and
(36) www.theknowledgereview.com
June 2023
n an increasingly interconnected
Iand diverse world, education plays
a vital role in shaping the next
generation of global citizens. The
International Baccalaureate (IB)
program stands as a beacon of
educational excellence, fostering
holistic development and cultivating
skills necessary for success in a rapidly
changing world. Through education
that fosters global understanding and
respect, the IB cultivates enquiring,
informed, and caring young people
who contribute to the creation of a
better and more peaceful world. IB
learners are encouraged to think
critically, solve complex problems and
drive their own learning, which can
lead them to some of the highest-
ranking universities around the world.
This article delves into the benefits of
IB schools and their unique approach
to education, highlighting how they

39. Empowering Global
Ci zens for the Future
(37)
www.theknowledgereview.com June 2023

40. develop independent thought
processes. This emphasis on critical
thinking prepares students to navigate
a world that is increasingly complex
and requires the ability to think
critically and make informed decisions.
Promoting Creativity and Inquiry:
IB schools value creative and inquiry-
based learning. Students are
encouraged to ask questions, explore
new ideas and think outside the box.
This approach nurtures students'
curiosity and fosters a lifelong love for
learning. By encouraging creativity
and inquiry, IB schools prepare
students to be innovative and adaptable
in an ever-changing world.
Developing Global Perspectives
Cultivating Intercultural
Understanding:
IB schools place a strong emphasis on
promoting intercultural understanding
and appreciation for diversity. Students
engage with different cultures and
perspectives, developing empathy and
respect for others. This focus on
intercultural understanding prepares
students to thrive in a globalized
world, where cross-cultural
communication and cooperation are
essential.
Language Acquisition:
Students are encouraged to learn
additional languages, enabling them to
communicate effectively with people
from different cultures and
backgrounds. By developing language
skills, students gain a deeper
understanding of other cultures and
enhance their ability to engage in
meaningful intercultural dialogue.
Engaging with Global Issues:
IB schools actively involve students in
addressing real-world problems and
global challenges. Through projects
and initiatives, students learn about
pressing global issues such as climate
change, poverty and human rights. This
hands-on approach empowers students
to become active global citizens and
agents of positive change.
Skills for the 21st Century
Critical Thinking and Problem-
Solving:
The IB program equips students with
essential critical thinking and problem-
solving skills. Students learn to analyze
information, evaluate evidence and
develop innovative solutions to
complex problems. These skills are
vital in a rapidly evolving world where
the ability to think critically and solve
problems is highly valued.
Effective Communication and
Collaboration:
IB schools emphasize the development
of effective communication and
collaboration skills. Students engage in
group projects, discussions and
presentations, learning to express their
ideas clearly and work effectively in
diverse teams. These skills enable
students to bridge cultural divides and
collaborate with individuals from
different backgrounds and
perspectives.
Developing Resilience and
Adaptability:
IB schools recognize the importance of
developing resilience, adaptability and
a growth mindset. Students are
encouraged to embrace challenges,
learn from failures and persevere in the
face of adversity. This resilience and
adaptability prepare students to
navigate the uncertainties of the future
and thrive in an ever-changing global
landscape.
Preparedness for Higher Education
and Careers
(38) www.theknowledgereview.com
June 2023
University Readiness :
IB schools prepare students for success
in higher education. The IB program is
well-regarded by universities
worldwide, with many recognizing the
rigor and breadth of the curriculum. IB
students are often well-prepared for the
academic demands of university life,
having developed strong research,
writing and critical thinking skills.
Skill Alignment with Future Careers:
The skills and competencies fostered
by the IB program align with those
sought by employers in the 21st
century. IB graduates possess strong
communication, critical thinking and
problem-solving skills, as well as the
ability to work effectively in diverse
teams. These skills give them a
competitive edge in the job market and
prepare them for a wide range of
careers.
Global Networking Opportunities:
IB schools offer students valuable
networking opportunities through their
international network of schools and
alumni. Students have the chance to
collaborate with peers from around the
world and participate in international
conferences and events to build
connections that can last a lifetime.
These global networking opportunities
open doors to future collaborations and
career opportunities.
International Baccalaureate (IB)
schools offer a transformative
educational experience that goes
beyond traditional academics. IB
schools empower students to become
confident, compassionate and well-
rounded global citizens. As the world
continues to evolve, the IB program
stands as a testament to the power of
education in shaping a brighter future
for the next generation.

42. United Nations
International School of Hanoi
Empowering Students to Become Global Citizens
quality school with a modern
Acurriculum is instrumental in
shaping students into well-
rounded individuals who are ready to
tackle the challenges of the future. The
IB curriculum is designed to foster
critical thinking, creativity, effective
communication, and collaboration
skills, which are crucial in today's
rapidly evolving global landscape.
Students who graduate from an IB
school are well-equipped to meet the
demands of higher education and the
workforce, with a strong foundation in
problem-solving, adaptability, and a
commitment to lifelong learning.
United Nations International School
of Hanoi (UNIS) is one such
exemplary IB school that prioritizes
holistic education and prepares
students to excel academically and
personally while making a positive
impact on the world. As an authorized
International Baccalaureate (IB) World
School, UNIS Hanoi is committed to
delivering a rigorous and challenging
education that prepares students to
become responsible and active global
citizens.
The Remarkable Journey
UNIS Hanoi has come a long way
since it first opened its doors in 1988.
From a borrowed classroom with only
four students and a single teacher from
UNIS New York, the school has
transformed into a purpose-built
campus that welcomes the world daily.
For over three decades, UNIS Hanoi
has been the school of choice in
Vietnam.
The school's founding purpose was to
provide an international education for
the children of UN employees,
diplomats, and foreign investors, in
support of Vietnam's economic growth.
In 1992, the Swedish School in Hanoi
merged with UNIS Hanoi, bringing in
over 300 elementary school-age
students. UNIS Hanoi continued to
expand with the creation of a Middle
School in 1997 and a High School
soon after, with the first graduating
class in 1999.
As one of only two United Nations
international schools in the world,
UNIS Hanoi's pedagogical philosophy
is guided by the values and principles
of the UN. It was accredited as the first
three-programme International
Baccalaureate School in Asia, a natural
fit for its mission.
In 2004, the UNIS Hanoi campus in
Ciputra was opened, finally providing a
'forever home' for the school on 9.2
hectares of land. Since then, the
campus has been continuously
developed to include a swimming pool,
playing fields, playgrounds, a Centre
for Arts, and an extensive Sports
Centre.
UNIS Hanoi is a not-for-profit,
coeducational English-language day
school that welcomes children from
Early Years (3-year-olds) through to
Grade 12. With almost 1200 students
from almost 65 countries, UNIS Hanoi
is the most diverse and prestigious
international school in Hanoi, with a
record of unrivalled academic results.
Empowering Agents of Change
The vision of UNIS Hanoi is to be an
inspiring role model for a better world,
which is the driving force behind the
school's mission to empower students
to strive for academic and personal
excellence, guided by UN values. The
school's six core values, which include
community, integrity, courage,
diversity, responsibility, and curiosity,
form the foundation of all its programs
and ensure that every student is
supported to reach their full potential.
As an inclusive school, UNIS Hanoi
aims to provide a sense of personal
belonging for all members of its
community. This inclusivity is reflected
in the school's open admissions policy
and inclusive International
Baccalaureate Diploma philosophy,
which is designed to empower every
student for success.

43. To ensure its continued success, UNIS
Hanoi has developed Strategy 2024, a
plan that guides the school's agility and
focuses on delivering the highest
quality service to its learning
community. The school is ever-
evolving, but its passion for nurturing
and equipping students to be agents of
change for a better world remains at
the heart of all that it does.
The Lifelong Educator
Jane McGee's lifelong passion for
education has led her to become an
internationally renowned educator and
the Head of School at UNIS Hanoi
since 2018. With an M.Ed in
Administration and Policy, a B.Ed in
Intermediate/Senior Math and Science,
and a B.Sc in Mathematics from
Queen's University, Kingston, Canada,
Jane began her career as a Mathematics
teacher in international schools in
Rome, Cairo, and Bangkok.
Jane's leadership has been invaluable
to the success of UNIS Hanoi,
especially during the adversity of the
COVID-19 pandemic. As the premier
school in Hanoi and Vietnam, Jane's
guidance and support were sought by
all stakeholders as the school navigated
through this challenging time. Despite
the difficulties, the school prioritized
ensuring the same excellent online
education level for students. Prior to
joining UNIS, Jane held various
positions in international schools,
including Director of Vientiane
International School, Laos, from 2015
to 2018, High School Principal at the
American School of Warsaw, and
Assistant Superintendent at the
American School of Bombay.
A Legacy of Partnership and
Innovation
UNIS Hanoi was established through a
unique partnership between the United
Nations and the Vietnamese
Government to support Vietnam's rapid
development into one of the world's
fastest-growing economies. For over
35 years, the school has remained
committed to its vision and values,
embracing challenges with innovation
and partnership.
UNIS Hanoi's approach to education
has been characterized by risk-taking,
innovation, and a commitment to
principled, balanced excellence, which
led to it becoming the first three-
programmed IB school in Asia.
Through decades of exponential
We are an
inclusive school
that at its core
strives for all
members of our
community to
share a sense of
personal
belonging.
“

44. The school's
commitment to
innovation, risk-taking,
and principled,
balanced excellence in
education has
supported it through
three decades of
exponential growth in
Vietnam.
growth, UNIS Hanoi has continued to
ensure that its learning environment
meets the ambitions of its educators
and its community.
Professional development has been
another key pillar of UNIS Hanoi's
success, enabling its teachers to remain
at the forefront of best practices and
making the school an attractive
destination for top educators. In
addition, the school has actively shared
its expertise with local colleagues,
benefiting the extended community.
During the COVID-19 pandemic, UNIS
Hanoi's exceptional teaching faculty,
growth mindset, and caring community
enabled the school to pivot seamlessly
to online learning, delivering
outstanding results that were above the
world average. The graduating class of
2022, which spent most of its high
school years in distance learning,
achieved excellent IB Diploma results,
with 30 percent of the cohort scoring
40+ and one perfect score.
As Hanoi's independent education
sector continues to grow, UNIS Hanoi
welcomes increased opportunities for
parents to invest in their children's
futures with options in education. The
school's largest challenge has been the
high level of demand for places far
outstripping its capacity, but it is
delighted that the Vietnamese
Government is supporting its strategic
desire for expansion.
With its strong vision, commitment to
partnership and innovation, and unique
position as the only non-profit
international school in Hanoi, UNIS
Hanoi's legacy of excellence in
education is set to continue for many
years to come.
Leading the Way in Innovative
Education for a Sustainable Future
UNIS Hanoi is a leading educational
institution that combines the
International Baccalaureate's
pedagogical framework with rigorous
and forward-thinking curriculums for
its Primary and Middle Years
Programmes. The school's international
standardized test results validate its

45. The Most Recommended IB Schools to Study, 2023
programs, with every grade scoring
higher than both regional and
international competitors.
The school has also embedded the IB's
commitment to Service Learning into
its all-school curriculum, providing
students with opportunities to develop
empathy and compassion while
positively impacting their
communities.
As one of only two United Nations
international schools in the world,
UNIS Hanoi has taken an important
role supporting the UN's 2030 Agenda
through its Sustainable Development
Goals. The school has integrated the
SDGs into its curriculum and has led
professional development initiatives
locally and globally to encourage other
schools to adopt this transformative
approach to education.
The school also uses digital learning to
support students' development of their
learning approaches, helping them
become critical thinkers and
researchers with strong self-
management skills.
Additionally, UNIS Hanoi offers
optional passion pursuit subject blocks
in both Elementary School and
Secondary School, where
students can learn about coding,
robotics, and digital film
production and development.
Holistic Approach to
Education
True to its vision, UNIS Hanoi
has facilitated multiple
workshops, conferences, and
resources to ensure partnership
with local and global educators
as it navigates online learning
together for every child's
success. The school's
commitment to excellence,
innovation, and community
makes it a beacon of
educational leadership in the region
and beyond.
UNIS Hanoi is committed to providing
its students with the necessary tools
and skills to prepare them for future
challenges. The school offers a diverse
range of academic subjects and co-
curricular programs, including Film,
Music, Theatre, and Visual Arts. These
programs help students develop a
broad skill set, equipping them to meet
the demands of the twenty-first
century.
One unique aspect of UNIS Hanoi is
its emphasis on Homebase and its
mentoring program. This program
ensures that all students receive the
social and emotional support they need
to develop as lifelong learners. This
year, the school is also introducing
Multi-Tiered Systems of Support
(MTSS) to coordinate existing
structures for meeting individual
learning needs.
The United Nations Sustainable
Development Goals (SDGs) are
integrated into teaching units for all
students, providing opportunities to
apply their learning in the context of
global challenges. The school's Service
Learning program also fosters
engagement with the SDGs, while the
week leading up to UN Day is
dedicated to celebrating the goals.
Connecting Students to the Global
Community
As an IB school, UNIS Hanoi is
dedicated to providing its students with
a holistic education that prepares them
for the challenges of the modern world.
Through its unique curricular
connections to the Sustainable
Development Goals and its relationship
with the UN, the school encourages
students to think globally and make
authentic connections with
communities around the world.
UNIS Hanoi's dedication to diversity
and inclusion is reflected in its
intentional recruitment of a diverse
student body and its focus on
supporting students' social and
emotional development through
homebase and mentoring programs.
The school's commitment to student
agency is demonstrated through its
support of Student Initiated Projects
and Model United Nations programs.
UNIS Hanoi's achievements include
authorization by the Ministry of
Education in Vietnam, accreditation by
the Council of International Schools
and the Western Association of Schools
and Colleges, and recognition as the
winner of the prestigious CASE Circle
of Excellence 2022 - Best of Asia-
Pacific Awards for Targeted
Constituency Engagement.
Looking to the future, UNIS Hanoi
remains committed to innovation and
growth. Its Campus Development Plan,
Experiential Learning Programme,
Mentoring, and Work Experience
Programs are just a few examples of
how the school is evolving to ensure
that its students receive the best
possible preparation for their futures.