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ASIA PACIFIC COLLEGE

Kindergarten - Primary school - High school

Asia Pacific College

International program

INTRODUCTION

The International Program is taught entirely in English so as to support the students’ knowledge, language skills and confidence in communication. The program focuses on student-centred learning, so that students may acquire knowledge and skills in effective manner.

The program focuses on the four main English skills – listening, speaking, reading and writing. These skills are incorporated not just in English, but in Maths, Science (Physics, Chemistry, Biology), Business Studies. This tuition facilitates the Cambridge, IELTS, SAT preparation. These subjects are taught by experienced and highly qualified English speaking-teachers. These teachers are university graduates, some with Master Degrees or Ph.D in different subject areas. English is a daily focus across all subject areas; students practise these skills in such classrooms activities as speech presentations, oral/aural tasks and informal classroom discussion.

Learning hours: APC students study the Vietnamese MOET syllabus, the basic program for high school students, with 120×45 minute periods of learning per month. This prepares students for the high school graduation examination, and also enables them to gain the academic knowledge and skills to study abroad or to take the entrance exam to universities in Vietnam.

Resources: Resources are regularly updated and carefully chosen from such international publishers as Cambridge, Pearson, Macmillan, and Oxford in order to be relevant both to our students and our teaching program. Technology skills are part of the curriculum. (Students are required to seek up-to-date information from the Internet in order to improve their research skills and their contemporary knowledge.)

Levels: The International program has four levels: A Level (Advanced), B Level (Intermediate), C Level (Elementary), D Level (Beginners). Upon enrolment, each student takes the input test and is placed into the appropriate level based on the result of the English test. Placing students in this way enables effective and relevant learning, pitched to ability levels.

Assessment: A student’s academic progress is formally monitored and evaluated. Assessment criteria include classwork, assignments and formal examinations. This assessment is ongoing and accurately assesses academic progress. Furthermore, it encourages students to strive to improve their learning and seek higher achievement.

TEACHING STAFFS

English-speaking teachers are recruited through a rigorous selection process. All have tertiary qualification from overseas Universities; a number have Masters’ Degrees. Development and in-service training of our teachers is a continuing activity and also a feature of APC. Monthly seminars are held to train teachers in modern teaching methods, classroom management, applying technology in teaching in order to bring the most effective learning outcomes for students.

TEACHING CURRICULUM

The teaching program at APC focuses on the following methods to develop student’s ability:

  • Targeted Language is used for different situation, such as business, overseas study, or travel.
  • Targeted language is used in different contexts, eg in business, employment, overseas study, or travel.
  • “Real life” use of language, such as ordering a meal in a restaurant, shopping, booking a holiday, or on a sporting field.
  • Politeness and clarity in language use, such as customer relation, face-to-face, or online, or over the telephone.
  • Language and behavior in formal meetings.

Other aspects include:

  • Over functions of written language, such as the introduction to an essay, explanation, description, or definitions.
  • Oral skills. Eg formal speaking/speeches, casual conversation.
  • Vocabulary expension. APC focuses on the metalanguage of Maths, Science, and Business to assist its students in adapting to higher education, including overseas study.

TEACHING METHOD

APC are using “teaching by communicating method.” This method focuses on classroom learning activities to bring the best outcomes for students. It focuses on the respective roles of teacher and student in the learning process.

General principles of this method are:

1.   Create real dialogue, focus on language learning.

2.   Give students chance to practise what they studied.

3.   Be conscious that students will make mistakes in the learning process. They need assistance from teachers, not critcism.

4.   Give students every chance to improve their accuracy and confidence.

5.   Connect skills such as speaking, reading, listening in daily communication.

6.   Learn and discover language through teacher guidance and the students’ own experience.