What Is an International-Standard Classroom? 7 Criteria Parents Should Know An international-standard classroom is a learning environment built on an international curriculum, a student-centred approach and a clear assessment system. For parents, understanding this concept correctly helps avoid confusing international classes with bilingual classes or intensive English classes. In this article, Westlink suggests 7 key criteria that parents can check when choosing a school for their child. What is an international-standard classroom? An international-standard classroom can be understood as a class that follows a curriculum recognised by a reputable educational organisation, uses a student-centred approach and has a transparent assessment system. This is not a mandatory legal definition, but a reference framework that parents can use to compare the quality of classrooms between schools. A genuine international classroom rests on 4 basic pillars 7 criteria for a high-quality international-standard classroom A curriculum accredited by an independent international organisation A trustworthy international programme should have evidence of recognition from an independent organisation or from the organisation that owns the programme. Parents should ask the school for a link to its certification, its school code or public records that can be verified. IBO (International Baccalaureate Organization): grants authorisation for the PYP, MYP and DP programmes. Cambridge Assessment International Education: manages Cambridge Primary, Lower Secondary, IGCSE and A Level. WASC (Western Association of Schools and Colleges): accredits American-curriculum schools. CIS (Council of International Schools): accredits international schools worldwide. Cognia: accredits schools against international standards and is widely used in Vietnam. Small class sizes and an appropriate teacher-to-student ratio Class size is the deciding factor in whether a class can genuinely be personalised. At many international schools, class sizes are kept smaller than in traditional classrooms to increase interaction and personalisation. Small classes help teachers observe progress, provide individual support and run discussions more effectively. When visiting a school, parents should ask about the average class size, the maximum class size and the ratio of teachers or teaching assistants at each stage. Rather than relying only on advertised figures, parents should observe how teachers interact with each student in the class. Teachers with international teaching qualifications Having foreign teachers does not mean a programme meets international standards. What matters is the teachers' level of training and professional qualifications. Some reputable qualifications include: PGCE (Postgraduate Certificate in Education): a UK teaching qualification. QTS (Qualified Teacher Status): the status confirming a teacher is qualified to teach in England. IB Workshop Certificates: IBO training certificates for teachers delivering IB programmes. TEFL/TESOL: specifically for English language teachers. State teaching licence: a teaching licence issued by a state in the US, Australia or Canada. So parents should not judge teachers on nationality alone. Professional expertise, teaching qualifications, classroom experience and the ability to support students are the factors that need to be verified. English as the main language of instruction A genuine international classroom doesn't simply "add extra English lessons"; all or most of the curriculum is taught in English. The proportion of English depends on each programme, stage and the school's operating model. Because the proportion of English varies by programme, stage and school model, parents considering an international class should ask exactly which subjects are taught in English, which use another language, and how new students are supported if their language skills are not yet strong enough. EAL (English as an Additional Language) is an important form of support for students who are not yet fluent in English. A well-structured EAL programme usually combines language instruction, visual resources, differentiated tasks and close coordination with subject teachers. Inquiry-based, project-based and student-centred learning This is the hardest criterion to spot on a school tour, but also the most important educationally. An international-standard classroom is built on three core approaches: Inquiry-based learning: learning through questions, encouraging students to form hypotheses and discover for themselves. Project-based learning: learning through projects, creating an end-of-unit product or solving a real-world problem. Student-centred learning: putting the student at the centre, with more discussion, feedback and presentation rather than simply listening to lectures. Signs to look for when observing a class: Desks arranged in groups, not in traditional rows. Students talking more than the teacher for most of the lesson. Classroom walls displaying project work, the central idea and lines of inquiry – not just the timetable and class rules. The teacher moving around the room rather than standing at the front. Specialist facilities An international-standard classroom needs specialist learning spaces – not just attractive classrooms, but other facilities such as: STEAM Lab: a lab integrating Science, Technology, Engineering, Arts and Mathematics. Maker Space: a hands-on space for making physical products, 3D printing and prototyping. ICT Hub: a dedicated computer suite for coding and robotics. Multilingual library: books in English, Vietnamese and other languages. Art Studio and Performing Arts space: dedicated arts facilities. Integrated sports facilities: swimming pool, multi-purpose courts and a gym. Continuous assessment A standard assessment system has two layers: Formative assessment: takes place continuously during lessons, through observation, peer assessment, self-assessment and short quizzes. Its purpose is to adjust teaching, not to award marks. Summative assessment: end-of-unit and end-of-term tests. These still exist, but they are not the only form of assessment. In addition, international-standard assessment tools are widely used in Vietnam. Some assessment tools used in international settings include CAT4, MAP Growth and ISA. Each school may use a different set of tools, so parents should ask which assessments the school uses, when they are used and how results are shared. 7 criteria to help you recognise an international-standard classroom What does an international-standard lesson look like? An international-standard lesson lasts around 40 minutes, giving students time to discuss and briefly record what they have learnt. Below is an illustrative example of an inquiry-based lesson for Grade 3 pupils. The actual structure may vary depending on the subject, age group and learning objectives. First 5 minutes – Provocation: the teacher asks an open question such as "Why do leaves change colour in autumn?" Pupils write their own predictions on sticky notes. 15 minutes – Inquiry stations: the class splits into 4 groups, each exploring a different corner: examining leaves under a magnifying glass, reading reference books, watching a time-lapse video and drawing hypotheses. The teacher moves between groups, prompting with questions. 15 minutes – Sharing and refining: each group presents its findings, and the class pulls together the "lines of inquiry" for the following week. Final 5 minutes – Reflection: pupils briefly note in their portfolio what they have learnt and what they want to find out more about. Experiencing an international-standard lesson with discussion and projects A quick comparison of popular international curricula Below is a comparison of the 4 most popular curricula in Vietnam, from a classroom perspective. Criterion IB Cambridge US Common Core Australian Curriculum Approach Inquiry-based, interdisciplinary, developing a learning portfolio Subject-based, with a clear examination pathway Standards-based, focusing on academic proficiency Flexible, varying by state or territory Assessment Formative assessment, learning products and end-of-programme assessments IGCSE, AS Level, A Level Standardised tests, varying by school or state Portfolios and assessments within the Australian system Typical pathway Students aiming for a global learning environment Students aiming for the UK, Singapore or the Commonwealth Students aiming for the US or Canada Students aiming for Australia or New Zealand Suits students who are Proactive, curious and reflective Fond of clear structure and specific learning goals In need of clear learning outcomes Flexible and enjoy a practical learning environment How should parents verify an "international-standard classroom" on a school tour? On a school tour, most parents are shown around the campus, see the swimming pool, listen to a 20-minute introduction to the curriculum, and then leave. To genuinely assess whether a school meets international standards, ask these 8 questions: Which international organisation has accredited the school, and can I see the original certificate? A quick filter from the outset. What is the average class size, and is there a committed maximum? Checks the class-size criterion. What proportion of teachers hold international qualifications (PGCE, QTS, IB Workshop)? Helps parents assess professional expertise rather than relying on teachers' nationality. Can I see this week's actual lesson plans? This distinguishes schools with real lesson planning from those with only a theoretical framework. How are students assessed? Is there a portfolio and formative assessment, or only end-of-term tests? Checks the assessment criterion. Does the school have an EAL programme for students who are not yet fluent in English? Important for students moving from the Vietnamese system. How does the transition between stages work (PYP → MYP → DP, Primary → IGCSE → A Level)? Assesses long-term planning. Can I observe a lesson in progress? This is a key question, as observing a lesson helps parents verify how the approach works in practice. 8 questions to help parents verify international standards in practice A modern environment with international-standard classrooms at Westlink Westlink is an IB World School, with both its PYP and MYP officially authorised by the International Baccalaureate (IB). The school is continuing to develop its IB pathway at higher stages. Westlink is also part of International Schools Partnership, a network of 118 schools in 25 countries. Alongside its curriculum, Westlink has a team of international and Vietnamese teachers working in a student-centred environment. The school prioritises professional development through the ISP network. For class sizes, parents should contact the Admissions team directly for up-to-date information for each year group. Westlink offers IB programmes and modern facilities The learning environment at Westlink also stands out for its student community from more than 30 nationalities. The international programme uses English as the main language of learning, while the Bilingual Middle Years Programme combines English and Vietnamese. The school also has an EAL department that supports students according to their needs. Parents can find out more about the multilingual environment at Westlink. Parents should also find out how the school assesses and tracks student progress. If it uses CAT4 (a cognitive abilities assessment) or individual learning portfolios, the school should explain clearly how the results are used to adapt each child's learning pathway. If you are looking for an international-standard classroom, well-rounded and creative classroom for your child, Westlink is well worth considering, with modern facilities, internationally qualified teachers, a diverse range of programmes and a focus on all-round development. If you would like to verify the criteria above for yourself, book a tour of Westlink to observe a lesson, speak with the Admissions team and understand the right learning pathway for your child.
