We are happy to share that the transition from IB to IPC or IMYC is generally a smooth and positive experience for students. All three programmes share a commitment to enquiry-based learning, international mindedness and the development of the whole child.

There are some structural differences worth noting:

• IB programmes use transdisciplinary or interdisciplinary frameworks with broad conceptual strands, while IPC (Primary) and IMYC (Lower Secondary) are organised into clearly defined thematic units with specific Subject Learning Goals.
• IMYC makes a deliberate distinction between knowledge, skills and understanding, with structured learning stages such as the Knowledge Harvest, research tasks and an Exit Point project.
• As students progress, they will also encounter externally benchmarked assessments from Cambridge Assessment International Education, which may feel different to assessment approaches used in IB settings.

Any challenges during the transition are typically short-term and relate to differences in terminology, assessment language or classroom routines – not academic difficulty. Because the core values of enquiry, reflection and global awareness are shared across all three programmes, most students adapt quickly and thrive in their new environment.

AHI has chosen the International Middle Years Curriculum (IMYC) and the Cambridge pathway because together they provide a clear, academically rigorous and well-structured journey from Primary through to internationally recognised qualifications.

• The IMYC is specifically designed for students aged 11–14 and is built around how adolescents learn – combining strong subject teaching with personal development and international mindedness. It also provides a natural transition from the IPC in Primary School, maintaining enquiry-based learning while gradually increasing subject depth in preparation for IGCSE study.
• The Cambridge pathway – through Cambridge Assessment International Education – offers IGCSEs and A Levels that are widely respected by universities worldwide. Cambridge qualifications are externally set and marked, providing internationally benchmarked results that universities trust.
• A Levels allow students to specialise in subjects aligned with their strengths and future ambitions, offering the academic depth and rigour that universities expect.

Together, these create a coherent and well-supported journey: IPC in Primary → IMYC in Lower Secondary → Cambridge IGCSEs and A Levels in Upper Secondary. Each phase prepares students steadily for what comes next.

In Years 7–9, students are assessed through a thoughtful combination of ongoing classroom work and more formal assessments. In IMYC subjects – such as Humanities, Art, Music and Design – students are assessed against clearly defined Subject, Personal and International Learning Goals. Each unit includes:

• Formative activities such as research tasks, source analysis, design sketches, draft artwork, rehearsal performances or prototype models
• An assessed Exit Point project at the end of each unit, where students apply their knowledge and skills in a meaningful, real-world context

In core subjects, assessment includes:

• Mathematics: three White Rose end-of-term papers each year
• English and Science: termly Cambridge Lower Secondary Progression Tests
• Year 9: the Cambridge Lower Secondary Checkpoint in English, Mathematics and Science – set and marked externally by Cambridge Assessment International Education

Across all subjects, assessment may include written examinations, practical investigations, extended writing, projects, presentations and digital outcomes. In subjects such as Computing, PE and Drama, assessment focuses primarily on practical performance and project work.

In Upper Secondary, assessment is centred around the Cambridge IGCSE programme. Students follow a two-year course in each subject, with assessment carried out through a combination of written examinations, coursework and practical components – depending on the subject. All IGCSE examinations are externally set and marked by Cambridge Assessment International Education, ensuring internationally recognised standards and results.

The assessment structure varies by subject:

• English may include multiple examination papers and, in some cases, a separately endorsed speaking and listening component.
• Mathematics is tiered, so students are entered at the level most appropriate for them.
• Business Studies and Global Perspectives combine written examinations with case studies, individual reports or team projects.
• Design and Technology includes a substantial coursework project alongside written papers.

Throughout Years 10 and 11, internal assessments, mock examinations and coursework milestones are used to monitor progress and prepare students for their final examinations. IGCSE results provide a strong academic foundation for progression to A Levels – qualifications that are highly valued by universities worldwide.

At IGCSE level (Years 10–11), students follow a structured academic programme accredited by Cambridge Assessment International Education. For the initial phase (Academic Year 2026–27), all subjects are compulsory, ensuring students build a broad and balanced academic foundation before subject choices are introduced in later phases.

Students will study:

• IGCSE First Language English (or English as an Additional Language, where appropriate)
• IGCSE Mathematics
• IGCSE Co-ordinated Sciences (Double Award – covering Biology, Chemistry and Physics)
• IGCSE Business Studies
• IGCSE Global Perspectives
• IGCSE Design and Technology
• A language subject: Vietnamese, Mandarin or Spanish

Languages are taught through a bespoke curriculum designed to meet the needs of our students, and where appropriate and available, students may be offered the opportunity to sit an IGCSE qualification in their chosen language.

Alongside their examined subjects, students also take part in Physical Education (PE) and Personal, Social and Health Education (PSHE). These subjects are not examined at IGCSE but remain an important part of the timetable, supporting students’ wellbeing, personal development and preparation for life beyond school.

We believe that reporting should give families a clear and meaningful picture of their child’s progress – both in terms of academic achievement and how they engage with learning.
Lower Secondary School (Years 7–9)

ATTAINMENT

• Working at greater depth – Your child is working beyond age-related expectations and demonstrates a deeper level of understanding.
• Working at the expected standard – Your child is secure in most areas of the age-related expectations.
• Working towards age expectations – Your child is working on the learning goals for their age group but is not yet secure in all areas.
• Working below age expectations – Your child is not yet working on the learning goals for their age group.

ENGAGEMENT

• Highly engaged in learning
• Consistently engaged in learning
• Sometimes engaged in learning
• Rarely engaged in learning

In addition, parents receive a separate end-of-year report for their child’s chosen language of study – either Vietnamese or Mandarin. This report covers Listening Comprehension, Basic Conversation, Reading and Pronunciation, Writing and Learning Attributes.

Upper Secondary School (Years 10–13)

In Upper Secondary, attainment is assessed using the internationally recognised Cambridge IGCSE and A Level grading system:

Engagement is also reported using the same four-level scale as in Lower Secondary.

AHI follows an international curriculum pathway and does not issue official academic transcripts from Vietnam’s Ministry of Education and Training (MOET), as we do not follow the Vietnamese national curriculum.

Instead, students complete internationally recognised qualifications through Cambridge Assessment International Education, including Cambridge IGCSEs and A Levels. These are official, externally assessed qualifications accepted widely for school transfers, university applications and future employment opportunities around the world.