Oxford International Curriculum
The Joy of Learning


US Vietnam Talent International School will implement the Oxford International Curriculum from school year 2021-2022. This curriculum is built up and developed by Oxford University’s experts, based on the UK’s National Standard Curriculum Framework.

UTS is the first school in Ho Chi Minh City deploying the Oxford International Curriculum under the supervision and evaluation of OUP – Oxford University Press – educational partner of UTS. Students taking the Oxford International Curriculum will receive certification of OUP – Oxford University.

UTS is educational partner of Oxford University Press

The first school in Ho Chi Minh City deploying the Oxford International Curriculum


Help teachers and students become healthier, happier and smarter

The Joy of Learning is an approach developed in the positive education tendency, based on positive psychological research.

The fundamental tenet is: Healthier students are better students. The curriculum develops various skills: reading, writing, numbering, exploring science, using information technology, controlling social emotion, and global skills from Kindergarten to High School.

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The Joy of Learning is an approach developed in the positive education tendency, based on positive psychological researches.

The curriculum develops various skills: reading, writing, numbering, exploring science, using information technology, controlling social emotion, and global skills from Kindergarten to High School.

The curriculum focuses on:

– Health: Nurture physical and emotional health, mindfulness and self-management of children.

– Happiness: Create the Joy of Learning/Teaching to ensure the maximum efficiency of the program.

– Humanity: Develop global skills for lives by learning through problem-solving activities, help human beings become more humane with changes (deep thinking, problem-solving, creativity, cooperation and career orientation).

The advanced learning method impulses the academic results and equips students with necessary skills to succeed in learning and future career.


The Oxford International Curriculum equips students with outstanding English competency by ensuring language skills and raises their social awareness with various learning and practical English contents. The curriculum focuses on developing physical and mental health and global skills as well as instilling in each student the Joy of Learning and discovering passion. This curriculum also develops understanding of both Math and Science to ensure students are prepared for any situation in the future.

The OIC creates a classroom culture that inspires life-long learning, placing “joy” at the heart of curriculum by bringing well-being to all teaching and learning, while developing critical life skills so that students can succeed in a changing world, nurturing their creativity and inspiring their curiosity so that they can shape the future.

Additionally, academic knowledge, experience, and expertise are still ensured by optimizing the MOET curriculum and combining with our Growing Talent program to promote skills and character development.




The Oxford International Program for English creates a solid foundation and language skills (Listening – Speaking – Reading – Writing) for students. In addition to equipping basic language skills, the program also focuses on fostering students’ social competence and understanding through rich learning knowledge and activities.

  • Research

Students are trained curiosity, inquiry, and critical thinking skills.

Students will be motivated to develop public speaking skills, initially developing persuasive negotiation skills when asked to argue.

  • Literature and culture

Students are nurtured and developed an understanding of English literature and world culture in general from the first years of primary school through exposure to diverse literary genres, from fairy tales, poetry to short stories and novel excerpts.

Through it, students develop their emotions, humanistic lifestyle, and language skills (listening, speaking, reading, writing).

  • Storytelling/Playing

Students can cultivate cultural and literary knowledge and demonstrate understanding through verbal expression and role-playing of what they have learned and heard stories.

Through this activity, students develop active verbal skills (speaking skills) combined with expressive speech and acting abilities. Thereby, students develop linguistic thinking, imagination, creative thinking, and coordination ability.

  • Cross-curricular knowledge

Interdisciplinary content helps students expand their understanding of scientific knowledge.

Developing logical thinking, critical thinking, listening comprehension skills, reading comprehension, writing, and speaking skills.



The six strands encompass the full spectrum of skills and understanding that young learners will need to develop at primary and lower secondary level, to both prepare them for further mathematical study, and in their everyday lives.

  • Number:

Pupils’ understanding of number is the foundation of their math learning: it is crucial that they can read, order and position numbers. The key role of place value in all the other strands allows plenty of opportunity build deeper understanding and catch any misconceptions. Alongside understanding whole numbers, pupils build an understanding of parts of whole numbers, or fractions.

  • Calculating:

The four operations are introduced to pupils in this curriculum using objects and amounts. Pupils use apparatus, known facts, drawings, and informal written methods in their calculating to develop a deep understanding of each of the operations and to become fluent with calculating mentally.

  • Measure, ratio, and proportion:

The emphasis within this strand is on the need to answer real-life questions. As pupils’ understanding of number, calculating and shape progresses so do the complexities of the measure questions, building towards using algebraic formulas to calculate measures, such as surface area and volume, and making comparisons in terms of ratio and proportion.

  • Geometry:

Understanding shape requires pupils to notice parts of shapes or recurring themes that allow us to sort and group shapes and to give them names. Initially pupils learn about position, direction, and movement in space with their own bodies and with real objects. Next, they use labelled grids to communicate about position, movement, and direction, progressing towards representing shapes and transformations on cartesian coordinate grids.

  • Algebra:

Pupils begin their pattern spotting work in their early years, which is a strong foundation for learning to express mathematical relationships algebraically.

  • Statistical thinking:

Statistics work in this curriculum is driven by questions. In the early stages, pupils are encouraged to sort objects by categories, progressing to collecting their own data and setting their own questions to find the answers to, and working with increasingly complex data sets.



The four strands encompass the full spectrum of scientific skills and understanding that students need to develop at primary and lower secondary level.

  • Biological science:

Students learn about biological science by investigating and linking this to everyday experiences and phenomena. The content is selected to introduce areas of biological science related to plants and animals, including humans. The primary curriculum forms the foundation of further learning, with areas such as food chains and interdependence leading into the study of genetics, animal systems and photosynthesis at lower secondary level.

  • Chemical science:

The distinction between an object and the material it is made from initiates learning in Chemistry. Students are encouraged to recognize the application of their study of the physical properties of materials in their everyday lives, and to consider the industries dependent on the study of materials and their properties. There are many opportunities to develop and practice investigative skills, including techniques for separation.

  • Physical science:

The early stages of this strand lay the foundations for students to engage fully with physical science in the middle years of this curriculum. Topics such as light, forces and electricity are explored through investigative study at the primary level, laying a solid foundation for more in-depth theoretical and practical investigation in the lower secondary years.

  • Investigative science:

These skills are entwined throughout the learning of the three scientific disciplines and enable students to develop a sense of curiosity and inquisitiveness about the subject. This supports students in their enquiry-based learning, developing their ability to question and find their answers to the world around them, assess risk, and become confident scientific practitioners.


A holistic and smooth transition

The OIC establishes a smooth transition across every stage of their educational journey, from Early years through Primary to High School, preparing them for academic success in international GCSEs, AS and A-levels, including in Oxford AQA examinations.


The Oxford International Curriculum uses world-class Oxford resources. The curriculum, teaching materials and competency assessment system is compiled and approved by Oxford University experts. Additionally, the various online learning resources help students and parents acquire and practice knowledge actively.


Create a classroom culture that inspires lifelong learning

Students can take part in the various experiential ecosystem, integrated with the main learning program to consolidate knowledge as well as firmly enhance the learning hobby and motivation.