I. Description:

Vinschool’s Standard Secondary ESL program is an adaptation of the Cambridge Lower Secondary English as a Second Language Curriculum Framework (Stage 7 – Stage 9) and IGCSE (Stage 10 – Stage 11).

1. Key features

The curriculum empowers learners to communicate confidently and effectively and to develop the critical skills needed to respond to a range of information, media and texts. It also promotes active learning, develops thinking skills and encourages intellectual engagement.

The curriculum supports an integrated approach to planning and teaching to develop effective communication skills in English. Learners develop their English proficiency through study of a range of topics that increase intercultural awareness and promote engagement with global issues, as well as exploration of learners’ own culture and local context. 

The learning objectives for learners of English as a Second Language are based on the Council of Europe’s Common European Framework of Reference for Languages (CEFR), which is used widely both within and beyond Europe, including in Viet Nam, to map learners’ progression in English. In line with the CEFR, learning outcomes in each strand for each successive stage are defined in terms of what learners should be able to do in English. Our focus on skill development also supports the development of a range of social and emotional competencies associated with confident and effective communication in English.

Students who complete our Secondary program are well-placed to enter international standard university programs in Viet Nam and abroad where English is the medium of instruction, and to access high quality employment opportunities upon completion of their tertiary studies.

2. Course model

Teaching and Learning:

The course is divided into Units. Each Unit is centered around one theme and covers all 5 strands (Listening, Speaking, Reading, Writing, and Use of English). Each teaching and learning block covers 2-3 Units.

  • Each major thematic Unit [except for Starter Unit for orientation and introductory aims] is covered in 25 periods.
  • Apart from the Units in Cambridge textbooks, additional modules are added to allow students to explore events internationally and in Vinschool. These 04 modules are designed in the form of mini-projects in which students explore the themes by exposing authentic materials to complete a desired written or spoken product.

During this process, formative assessment is managed by teachers in a variety of forms (Unit projects, Unit stop and check quizzes, self-study assignments, teacher observation) to support ongoing evaluation of students progress and to inform planning for differentiated instruction.

Summative assessments:

Total of 06 formal summative assessments (04 progress checks + 02 End-of-term tests)

  • 04 in-class progress checks focusing on Reading, Listening, Writing and Use of English 
  • End-of-term Progression Test: 02 times/year by the end of each semester. The test is designed to evaluate students’ attainment in Listening, Reading, Writing, Speaking and Use of English. The results of End-of-Term tests are used as a reference for student progression and support/extension needs into Semester 2 and the next school year.

Test formats and specifications are designed to measure students’ achievements of standards and subject knowledge for each stage.

II. Subject aims:  

Knowledge and understanding

The program supports learners to develop:

  • linguistic knowledge in English as a second language that can be applied in and across subjects
  • understanding of their own culture and local context, as well as having intercultural and global awareness.


The Standard Secondary English as a Second Language develops six key skills that support lifelong deep learning and global citizenship, including:

  • creativity
  • collaboration
  • communication
  • critical thinking
  • learning to learn
  • social responsibility.


Standard English Secondary English as a Second Language supports learners to become:

  • Responsible – Learners take responsibility for their learning, ask questions and look for opportunities to use their linguistic skills to express themselves.
  • Innovative – Learners actively explore and experiment with new language, making connections (to their own language) to build on what they already know and are able to do.
  • Confident – Learners develop their reading, writing, speaking and listening to become confident communicators in English. They feel empowered to take risks, try new language, and reflect on and learn from their mistakes.
  • Engaged – Learners are curious about other languages, cultures and perspectives and take opportunities to discover new areas of interest through the medium of English.
  • Reflective – Learners develop the skills to plan, monitor and evaluate their own learning. They reflect on language learning strategies they have used before to consider how they will approach a new task