Anthony Solen Fernando

1. Curriculum Integration & Program Design

Ensure the ESL programme aligns with CAIE’s ESL standards and complements Vinschool’s integrated curriculum (Vietnamese national + Cambridge + Vinschool-exclusive components like Global Citizenship, Character & Life Skills, etc.).

Work with academic leadership to adjust ESL programme frameworks so that English-language instruction supports not just English classes, but also content-area classes (e.g. Science, Mathematics, ICT) taught in English for Advanced-track students.

Map ESL learning outcomes to Vinschool’s 21st-century skills goals: not just grammar/vocabulary, but critical thinking, research, self-study, digital literacy.

Review and update ESL program materials each year to reflect evolving CAIE standards and Vinschool’s pedagogical aims.
wiki.vinschool.edu.vn

2. Quality Assurance & Teacher Coordination
Oversee and coordinate ESL teachers (both Vietnamese and expat/international-qualified) to ensure consistent delivery across grades and campuses.
Facilitate professional development for ESL teachers, especially training in CAIE methodology, bilingual instruction, differentiated/personalized instruction, and integrating ESL with other subjects.
Collaborate with content-subject teachers (Math, Science, ICT, etc.) to help them adapt their instruction to support students whose first language is not English — ensuring comprehension and academic success.
Monitor and evaluate teaching quality, student performance, language proficiency progression, and provide feedback or remediation plans for students/teachers when needed.

3. Student Placement, Monitoring & Support
Manage placement of students into appropriate tracks (Standard vs Advanced) or ESL-level classes based on English proficiency.

Continuously monitor English language development of students, using assessments, observations, and CAIE-aligned benchmarking, to ensure students are progressing toward Vinschool’s English proficiency targets.

Provide additional support/intervention (e.g. remediation, pull-out ESL classes, language labs, tutoring) for students struggling with English — especially those in Advanced-track content courses taught fully in English.
Coordinate and support English-language extracurriculars, remedial reading/writing clubs, or academic enrichment opportunities to promote real-world use of English (speaking, research, presentation, etc.).

4. Liaison & Communication (Families, Administration, Community)

Act as a bridge between ESL program and Vinschool administration: report on ESL progress, needs, resources, and align with school-wide strategic goals (global citizenship, bilingual education, etc.).

Communicate with parents/families about ESL expectations, student progress, English proficiency goals (e.g. CAIE ESL milestones, maybe even IELTS preparation for later years).

Provide guidance to families on how to support students’ English development outside school (reading, speaking practice, extracurriculars, study habits) to align with Vinschool’s philosophy of self-study and lifelong learning.

Work with admissions/placement teams to assess incoming students’ English level and advise on appropriate class/track placement.

5. Resource Management & Materials Development

Oversee sourcing, development, and distribution of ESL instructional materials — textbooks, supplementary reading/writing resources, digital resources, language labs, etc.

Ensure ESL resources are aligned with CAIE standards, up-to-date, and adequate for both Standard and Advanced tracks.

Manage the ESL program budget (if applicable), including staffing, training, materials, and extra support services or language labs.

6. Assessment, Evaluation & Outcomes Reporting

Coordinate regular assessment of students’ English proficiency (speaking, reading, writing, listening) — both formative and summative — aligned with CAIE ESL benchmarks.

Collect and maintain ESL program data (student progress, placement, intervention outcomes), analyze trends, and provide reports to school leadership for continuous improvement.

Use assessment outcomes to guide decisions on interventions, track placements, teacher assignments, and curriculum adjustments.

Evaluate effectiveness of ESL instruction in supporting overall academic achievement — especially for Advanced-track students whose core subjects are delivered in English.

7. Support for Vinschool’s Mission: Global Competence, Holistic Education, Bilingual Identity

Promote a school-wide culture that values bilingualism, global citizenship, and the balanced development of English proficiency with respect for Vietnamese language and identity — consistent with Vinschool’s dual mission (global + Vietnamese).
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8. Ensure ESL instruction, policies, and practices support students’ development of 21st-century competencies (critical thinking, self-study, digital literacy, creativity, global awareness) and overall holistic development.

9. Work with other departments (e.g. Character & Life Skills, Vietnamese Studies, GCED) to integrate language development with broader personal-development and citizenship education goals.

• Teaching English to secondary to high school students.
• Conduct Orientation on how to do global classroom project.
• Used Microsoft Word and other software tools to create documents and other communications.
• Created spreadsheets using Microsoft Excel for daily, weekly and monthly reporting.
• Identified issues, analyzed information, and provided solutions to problems.
• Maintained energy and enthusiasm in a fast-paced environment.
• Administered assessments and standardized tests to evaluate student progress.
• Assessed student comprehension through regular quizzes, tests, and assignments.
• Global Classroom Leader; conducting school summit, connecting Vinschool to other schools outside Vietnam that focus on United Nations Sustainable Development Goal and Global Citizenship and successfully met the Vinchool KPI to connect 10 classes to international schools; South County Middle School in Virginia USA and another school at Fairfax County Public Schools in the USA.
• Author of Global Classroom Presentation during Talent Educators Network Symposium 2023 held at VinUniversity; Expertise Award.
• Member of End-of-term Summative Assessment Development Committee, Academic Department
• Vinschool Future Manager Trainee
• Extracurricular work: Summer Class: ESL Standard, Pre-Cambridge; Math, Science and ESL Cambridge Vinschool The Harmony.
• Reported regularly to managers on project budget, progress, and technical problems.

• Administered assessments and standardized tests to evaluate student progress.
• Encouraged student interest in Science, and Mathematics (STEM) and participation in middle school.
• Assessed student comprehension through regular quizzes, tests and assignments.
• Diversified teaching techniques and learning tools help students with differing ability levels and varied learning modalities.
• Planned and escorted student field trips relevant to current science course work.
• K-12 British International Bilingual School (under NHG Group: Saigon Academy International, iSchool, Gia Dinh University, Hoa Sen University)

• Helped European and American students learn English grammar, pronunciation and conversational skills through online.
• Evaluated students' abilities and grasp of the English language, keeping appropriate records and preparing progress reports.
• Used effective teaching techniques and learning strategies in translating lesson plans into productive student learning experiences.
• Employed diverse teaching approaches to help students of all abilities understand material.
• Developed lesson plans and adapted curriculum to meet individual needs of students.

Middle Year Cambridge Program Homeroom

Subject Teacher

a. Role as Cambridge Global Perspectives Lower Secondary

The programme is for students aged ~ 11–14 (roughly Lower Secondary / middle-school age).
The primary aim is to develop transferable skills rather than focus on content knowledge. The core skills are research, analysis, evaluation, reflection, communication, and collaboration.
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Learning is organised around a series of “Challenges” rather than traditional textbooks / content-driven lessons. Schools typically do six Challenges per year, but delivery is flexible — school may integrate them into existing timetables or block them into special sessions.
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Topics are drawn from globally relevant themes (e.g. environment, health, media, globalisation, social issues, etc.), and the focus is exploring issues from personal, local, and global perspectives.
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Assessment is not knowledge/recall-based: at the end of the Lower Secondary programme many students produce an individual Research Report — the result of their research on a global issue. This helps them practice academic English writing, critical thinking, and synthesis of information.
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Because GP-LS is so different from typical subject-based teaching (its focus is on skills + global awareness + self-directed research), the job of teachers or programme coordinators needs to reflect that.

Key Roles & Responsibilities

- Curriculum Planning & Adaptation
Review the GP-LS Curriculum Framework (Stages 7–9) and adapt it to the local school context: choose which Challenges to deliver, when, and how (e.g. integrated into subject lessons, as special sessions, blocks, or project-days) in a way that fits the school’s timetable.
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Create detailed lesson plans or project plans for each Challenge, including identifying sources, structuring tasks, scaffolding student work, and pacing. Because GP-LS emphasises process over content, planning must be thoughtful — ensuring students have time for inquiry, discussion, collaboration, research, reflection.
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Coordinate with other teachers or departments (English, science, social studies, ICT, etc.) to draw cross-curricular links — so GP-LS doesn’t become isolated, but supports learning across the curriculum.
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• Facilitation of Student Learning & Skill Development

Facilitate student-centred, active learning: guiding rather than lecturing. Use group work, discussion, research tasks, presentations, debates — allowing students to explore different perspectives, evaluate evidence, and form their own informed opinions.
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Support students to conduct independent or group research: teach them how to gather, evaluate, and reference sources; guide them in formulating research questions; monitor progress; mentor research & writing.
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Foster collaboration and communication among students: manage group dynamics, assign roles, encourage cooperation, ensure active participation from all — helping students learn to work as teams to produce shared output (e.g. a joint presentation, report, project).
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Promote reflection and evaluation: after each Challenge or activity, lead discussion or reflection sessions where students assess what worked, what they learned, how their perspective may have changed, what they could do better next time.
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• Assessment & Feedback

Mark and provide formative feedback on student work throughout the Challenges — not just final products. Because the goal is skill development, feedback should focus on thinking processes, collaboration, communication, use of evidence, clarity of argument, not just “right/wrong.”
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Oversee or assess the final individual Research Report that students produce at the end of the Lower Secondary GP program (or each cycle, depending on school design). Ensure the report meets Cambridge’s standards (evidence, referencing, structure, balanced perspective).
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Moderate or coordinate moderation (if required), and track student progress over time — monitor how students improve their research, analysis, communication, collaboration, and reflection skills as they move through stages.

• Teacher Collaboration & Coordination

If multiple teachers are delivering GP-LS (often the recommended approach), coordinate among them: hold planning meetings, share lesson plans, distribute Challenges, ensure consistency in delivery and assessment.
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Provide or attend professional development/training on the GP-LS pedagogy: since GP-LS is unconventional compared to content-based subjects, teacher training helps ensure proper facilitation of inquiry-based & skills-based learning.
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Serve as a “GP-LS Coordinator” (if school choses): take leadership of the subject across year groups — ensuring scheduling, teacher assignment, resource allocation, assessment coordination, communication with leadership/administration. Many schools explicitly recommend having one teacher in a coordination role if the programme is delivered broadly.
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• Resource Management & Materials Preparation

Source or create appropriate materials: reading texts, media, research resources, data sources, tools for research (internet access, digital media, library access), plus guidelines and rubrics for evaluation, reflection, collaboration, etc. Because GP-LS is flexible in content, creating or curating rich, diverse, relevant resources is often necessary.

Adapt materials to local context and to students’ age/level: since GP-LS topics are global but can be locally rooted, adapt or choose issues relevant to students’ community or country to make learning authentic.

• Student Support & Mentorship

Guide students through challenges: help them when they struggle with structuring projects, evaluating sources, collaborating, writing, presenting, reflecting — especially as these skills may be new or unfamiliar to many lower-secondary students.

Encourage and cultivate a global mindset: help students appreciate multiple perspectives, think globally and critically, understand the impact of local actions on global issues — aligning with GP-LS aim to build global citizenship and awareness.
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• Communication & Stakeholder Engagement

Communicate with school leadership / administration about the GP-LS programme: what it aims to achieve, its schedule, the time/effort needed, resources required, assessment plans, student outcomes.

Liaise with parents/caregivers: explain the value of the programme (skill development, global awareness, research & communication), the nature of assessments (projects, research reports, not traditional exams), expectations for student engageme
Where relevant, coordinate with other school programmes (e.g. English language, social studies, science, ICT) to maximize cross-curricular connections and reinforce the same skills across different subjects.

The two roles are highly complementary. Many schools successfully merge them into a single Humanities/I&S/GP teacher position because the required skills overlap.

Below is a detailed mapping:

🔄 A. Shared Pedagogical Approaches
Cambridge GP-LS MYP Individuals & Societies (I&S) Connection
Inquiry-based “Challenges” MYP Inquiry cycle (Statement of Inquiry, Inquiry Questions) Both emphasise inquiry as the core engine of learning
Research & source evaluation ATL skills: Research skills Identical core skills
Collaboration & communication ATL: Social & communication skills Both require teamwork and presentation
Reflection after each Challenge MYP Reflection (learning process, LP attributes) Strong alignment in metacognition
Multiple perspectives I&S concepts: Perspectives, Culture, Global Interactions Conceptual overlap is natural

• Incorporated exciting and engaging activities to reinforce student participation and hands-on learning.
• Evaluated and revised lesson plans and course content to facilitate and moderate classroom discussions and student-centered learning.
• Collaborated with a team of faculty to develop an after-school tutorial program for students in need of extra help.
• Planned and implemented integrated Social Studies lessons to meet Common Core Curriculum Standards.
• Kindergarten
• Primary
• Secondary

• Teaching Primary, Secondary, College Students.
• (TOEIC: Speaking, Part 7 Teacher)
• (IELTS Grammar Teacher)
• Created lesson plans to teach Korean, Chinese, Taiwanese, Japanese and Vietnamese students to read, write and speak English.
• Helped students learn English grammar, pronunciation and conversational skills.
• Prepared classroom and community activities in addition to arranging field trips, which allow students to learn English in real life contexts.
• Developed students' abilities to read textbooks and write essays in English.
• ESL: Grammar, Writing, Vocabulary, Speaking and Reading Teacher