Maths at AHI: Learning Through Mastery

Posted on 13/10/202613/10/2026 by Gary Ly

Maths at Anne Hill International School (AHI) helps students build a deeper understanding of mathematics through mastery, reasoning and problem-solving.

For many parents, maths lessons often bring back memories of repetition and memorising methods, sometimes without fully understanding why they work. At Anne Hill International School (AHI), the approach centres on mastery: giving children the time and space to understand a concept thoroughly before moving on. So, how is Maths taught at AHI, and what helps make this often challenging subject feel more approachable for Primary and Secondary students?

What Is the Mastery Approach?

White Rose Maths describes the approach as a “journey to mastery”, rather than something students simply achieve and move on from. Mathematical understanding develops over time as students revisit and build on concepts through increasingly complex ideas and different contexts. Through carefully structured learning and practice, students gradually develop the confidence to apply what they know to unfamiliar problems and adapt their knowledge to new situations (White Rose Maths, 2018).

At AHI, the Mastery Approach is central to how students learn mathematics, with a strong emphasis on reasoning rather than memorising methods.

This approach is supported by White Rose Maths, which provides the curriculum framework and resources used for maths at AHI. Based on the English National Curriculum, White Rose Maths offers consistent progression from Years 1 to 9, with a focus on mastery, reasoning and problem-solving.

Photo: AHI students actively engaging and taking charge of their learning.

At AHI, this journey is supported by three key characteristics of the Mastery Approach: all students learn the same core content, lessons use the Concrete-Pictorial-Abstract (CPA) approach to build understanding step by step, and there is a strong focus on mathematical reasoning.

The CPA approach is a three-stage teaching method in which learners first use physical objects and manipulatives (concrete), then move to visual representations such as drawings or diagrams (pictorial), and finally work with numbers and mathematical symbols (abstract) (Third Space Learning, 2025). Together, these principles help students develop a deeper and more lasting understanding of the subject.

Photo: Hands-on learning helps students turn mathematical concepts into something they can see, explore and understand.

Learn more about our Primary curriculum and Secondary curriculum.

Inside a Maths Lesson at AHI

At AHI, the Mastery Approach is built into the structure of each maths lesson. Lessons begin with retrieval practice, where students revisit questions from previous lessons, terms and years to strengthen their recall and connect new learning with what they already know.

This is followed by the “I do, We do, You do” approach. As Mr Matthew, Vice Principal (Academic & Pastoral Care for Y4–Middle Years), explained during the Coffee Morning sessions on 9th and 10th September 2026:

“’I do’ means Teacher models the method, thinking aloud. ‘We do’ means class works together on guided examples. ‘You do’ Independent practice in books.”

Photo: Teachers first guide students through each step, building understanding together.

Students also use the CPA approach to develop their understanding step by step. They may first work with practical objects, such as counters or cubes, before using visual representations such as bar models and finally moving towards abstract mathematical symbols and notation. This allows students to build conceptual understanding before applying their knowledge in a variety of situations.

Photo: The Concrete-Pictorial-Abstract (CPA) approach helps students build mathematical understanding step by step.

Reasoning and problem-solving are the backbone of lessons. Students are encouraged to explain how they reached an answer and explore different ways of approaching a problem. Once students demonstrate that they have understood a concept, they are given opportunities to explore it in greater depth through additional reasoning tasks and open-ended investigations, rather than simply moving on to new content.

To track students’ mathematical progress and understanding, AHI uses a range of assessments. These include ongoing assessment during lessons, White Rose assessments, multiplication tests, and termly arithmetic and reasoning assessments.

Image: AHI students’ maths assessment results across Autumn, Spring and Summer. (Source: AHI Assessment Data Report – July 2026)

The end-of-year White Rose Maths assessments show a broadly consistent picture of mathematics attainment across AHI. Results were broadly in line with those of schools of a similar size and context, with Year 4 standing out as an area of comparative strength at 6 percentage points above the comparison group. The differences across the remaining year groups were relatively small, while Year 2 recorded the strongest improvement across the year, rising from 65% in Autumn to 76% in Summer.

The Cambridge Primary Checkpoint results provide another measure of student performance. In 2024, AHI students achieved an average Mathematics score of 34, compared with the international average of 31. In 2026, the AHI average increased to 36, six points above the international average. The 2026 results also show improved performance across areas including Number and Geometry and Measure.

These results provide a snapshot of how AHI students are performing in mathematics, alongside the ongoing assessments used in the classroom.

Learn more about our students’ achievements: Year 6 (Class of 2026) at Anne Hill International School Achieved Best-Ever Cambridge Checkpoint Results.

Supporting Maths Learning at Home

Supporting children with maths learning at home does not mean re-teaching the lesson or giving them the answer. Instead, parents can encourage children to work through problems independently by asking questions such as:

“What do you already know?”
“Could you draw it?”
“How could you check your answer?”
“Can you explain your thinking?”

Parents are also encouraged to give children time to work through challenges, use equipment or drawings when needed, and understand that mistakes are part of learning.

Building confidence in maths starts with how children experience it at home. Parents should speak positively about maths and avoid comments such as “I was never good at maths.” Praising effort, perseverance and good thinking can help children stay engaged, while short, regular practice of number bonds, multiplication tables and mental maths facts can help strengthen their skills.

Photo: Fractions can be learned through sharing a pizza and understanding how each slice represents a part of a whole. (Source: Pexels)

Additionally, maths can be integrated into everyday activities. Parents can involve children in telling the time, discussing schedules, comparing prices while shopping, using fractions when sharing food, and estimating or measuring when helping out in the kitchen. These everyday situations provide opportunities for children to apply mathematical thinking in contexts beyond the classroom.

Beyond the Numbers

At AHI, our approach to teaching maths aims to build a strong foundation while helping students develop confidence, reasoning and problem-solving skills. The Mastery Approach extends beyond mathematics, encouraging students to look beyond the surface, develop a deeper understanding and apply their thinking to different situations.

In doing so, AHI helps foster a mindset of lifelong learning, empowering students to confidently apply what they have learnt beyond the classroom. Intentional and mindful learning continues both in school and at home, giving students space to reason and explore different ways of thinking. When parents and teachers work together, a student’s curiosity can grow into confidence, and knowledge finds purpose beyond the classroom.

Discover Meaningful Learning at AHI

Book a School Tour to discover how Anne Hill International School supports meaningful learning, helping students build strong foundations, develop confidence and become independent thinkers.

References

White Rose Education. (2018, September 26). The journey to mastery. https://whiteroseeducation.com/latest-news/the-journey-to-mastery

Third Space Learning. (2019). What is the Concrete Pictorial Abstract approach? https://thirdspacelearning.com/blog/concrete-pictorial-abstract-maths-cpa/

Mid-Autumn Festival 2026 at AHI: Celebrating Culture Together

Posted on 13/10/202613/10/2026 by Gary Ly

On 25th September 2026, Anne Hill International School (AHI) celebrated Mid-Autumn Festival 2026 across its Giang Van Minh campus and 32 An Phu campus in An Khanh Ward, Ho Chi Minh City. This annual celebration brought together students, parents and teachers through a joyful mix of performances, cultural activities and festive traditions. The celebration featured lively lion dances, student performances, cultural booths, mooncakes and handmade lanterns, bringing the AHI community together to experience and appreciate different cultural traditions.

Photo: Students brought the spirit of Mid-Autumn Festival to life in colourful traditional outfits at AHI.

Celebrating Mid-Autumn Festival 2026 at AHI

Across AHI campuses, students, teachers, parents and staff came together to celebrate Mid-Autumn Festival 2026 in a cosy atmosphere. Students dressed in traditional costumes like Áo dài and other colourful attire, while families gathered to enjoy performances and take part in the celebrations.

Photo: Preschool students performing a lantern dance in traditional outfits during the Mid-Autumn Festival celebration.

The programme featured Vietnamese and Mandarin songs and dances, with students taking to the stage as their schoolmates, teachers and parents cheered them on. Parents also captured special moments as their children performed, while the lion dance performance at AHI added to the excitement across the campuses.

One AHI parent excitedly shared, “My favourite part was the warm and festive atmosphere. It was wonderful to see the children enjoying the celebration together and engaging in meaningful cultural activities.”

Photo: Students watched the lion dance with excitement during the Mid-Autumn Festival celebration.

Photo: A proud parent capturing a special moment as their child performed on stage.

Mr Noel, Vice Principal (Student Life & Curriculum) of AHI, also enjoyed seeing students and families embrace the occasion, sharing, “I also love seeing our community and our children dress up in their beautiful traditional clothes.”

The celebration gave students a chance to discover how different Asian cultures mark the Mid-Autumn season. In Vietnam, Tết Trung Thu is known for lanterns, mooncakes and lion dances. In Korea, Chuseok is a major three-day holiday centred on family and the harvest, while Otsukimi in Japan is a traditional moon-viewing celebration linked to the autumn full moon and the folk story of Tsuki no Usagi, the rabbit said to live on the moon.

Mid-Autumn Activities and Performances

Beyond the stage performances, students took part in Mid-Autumn crafts. Students from Years 1 to 4 decorated lanterns, while Years 5 to 10 assembled lion heads, giving them an opportunity to learn about the festival through creating and making.

Reflecting on the celebration, Ms Trinh, Senior Event Executive, shared, “What stays with me is the classroom activities – decorating lanterns and assembling lion heads. That is when the students get hands-on experience and learn about the Mid-Autumn traditions in Vietnam.”

These Mid-Autumn cultural activities were complemented by cultural booths prepared and decorated by AHI parents, giving students another way to explore traditions from Vietnam, Japan and Korea.

Photo: AHI parents brought Tết Trung Thu to life with traditional treats, colourful decorations and festive details.

Photo: Our AHI parents showcased the traditions of Chuseok through traditional foods and festive decorations.

Photo: A closer look at Otsukimi, Japan’s traditional moon-viewing celebration, thoughtfully brought together by AHI parents.

Alongside the cultural booths, mooncakes generously donated by the AHI community added to the festivities. When asked about their favourite parts of the celebration, students highlighted simple Mid-Autumn favourites such as enjoying mooncakes, making lanterns and watching the lion dance. A photobooth at the assembly also gave students a chance to capture memories with their friends and celebrate together.

Photo: Students had fun posing with their friends and capturing memories at the Mid-Autumn Festival photobooth.

The lanterns and lion heads that students had handmade and decorated were also displayed during the assembly, adding their own creativity and colour to the celebration. Together, these activities gave students the chance to take part in familiar Mid-Autumn traditions while learning more about the cultures behind them.

Coming Together as a Community

Photo: School Mentor & Co-founder Ms Anne Hill welcoming the AHI community and sharing a warm message during the celebration.

The Mid-Autumn Festival 2026 celebration brought the AHI community together through performances, cultural activities and traditions. Students performed on stage and created their own lanterns and lion heads, while parents prepared cultural booths and cheered from the audience. Their involvement made the celebration more than a school event, creating a shared experience where students, parents and teachers could learn about and celebrate different cultural traditions together.

At the An Phu campus, Ms Anne Hill highlighted how special it is to see parents cheering for their children from the audience, as their encouragement can make students feel proud, supported and happy to share their moment on stage. It was a simple but meaningful way for families to show their support and be part of their children’s experience.

Photo: Parents cheering and dancing along as their little stars shine on stage.

These experiences gave students opportunities to encounter different cultures, learn from one another and appreciate the diversity within AHI, a school community representing over 30 nationalities. Celebrations like this support AHI’s commitment to creating a welcoming and inclusive environment where children can grow with curiosity, respect and an appreciation for different cultures.

We would like to thank all the students, parents, teachers and staff who contributed to this year’s celebration and helped make Mid-Autumn Festival 2026 at AHI a special occasion for the community.

Looking Ahead

As the school year continues, there are more opportunities for the AHI community to come together. Next up is AHI’s Halloween Charity Bazaar on Saturday, 31st October 2026, bringing students, families and the wider community together for a day of activities, food, workshops and more.

To discover upcoming events and activities at Anne Hill International School, explore our Events Calendar.

Discover More About AHI

Book a School Tour to discover AHI’s diverse and welcoming community and learn more about how we support students in their learning and development.

AHI Halloween Bazaar Returns This October 2026

Posted on 03/10/202603/10/2026 by Gary Ly

Anne Hill International School (AHI) will host its Halloween Bazaar on Saturday, 31st October 2026, from 8:00 AM to 4:00 PM across three campuses in An Khanh Ward, Ho Chi Minh City. Returning after a three-year break, the Bazaar will bring families and the wider community together for Halloween-themed activities, food, workshops and interactive experiences. More than 3,000 visitors are expected to attend, with participating vendors spanning F&B, kids and family-friendly concepts, fashion, gifts and lifestyle. The event will also support the Education Fund (EdFund) of the Singapore Chamber of Commerce Vietnam.

Image: AHI Halloween Bazaar 2026 brings families and the wider community together for a day of Halloween-themed fun and giving.

AHI Halloween Bazaar: A Bazaar with a History

The AHI Halloween Bazaar has become a tradition at our school, bringing together families, children, businesses and the wider community to celebrate Halloween while giving back.

Over the past 6 years, this community event has welcomed more than 11,000 visitors, worked with 300 or more brands and sponsors, and reached more than 300,000 people through its events and communications. Each edition has combined family entertainment, creative activities, food and community connections with a charitable cause, extending the Bazaar’s impact beyond the school gates.

Image: AHI’s Halloween Bazaar, a long-standing school tradition bringing our community together to celebrate and give back.

This year’s edition builds on that history. The AHI Halloween Bazaar returns on Saturday, 31st October 2026, across AHI’s three campuses — 32 An Phu, 31 Giang Van Minh, and 12 Vo Truong Toan — in An Khanh Ward, with more than 80 partners and sponsors taking part and 3,000 or more visitors expected over the course of the day.

What’s Happening at the AHI Halloween Bazaar 2026

Image: The AHI Halloween Bazaar returns on 31st October 2026, in support of EdFund.

This year’s Halloween activities are shaped around three kinds of experiences.

For families looking to spend time outdoors, there will be a pumpkin patch village, sports experiences, games, stage performances, and a haunted house and fun zone.

For those after something more hands-on, a range of workshops and creative activities will give children the chance to try something new and take part directly, making this a charity bazaar for children as much as for the adults alongside them.

For parents browsing with children in tow, kids and family-friendly stalls will offer toys, children’s products and family services alongside the day’s food and beverage options.

Together, these activities turn the Bazaar into more than a single afternoon out. As a Halloween bazaar for families, it brings food, shopping and hands-on experiences together in one place, giving families across Ho Chi Minh City a reason to spend the day together while contributing to something beyond their own enjoyment.

AHI Halloween Bazaar: A Bazaar with a Purpose

This year, proceeds from the Bazaar will go to the Education Fund (EdFund), which provides financial assistance through school fee scholarships to disadvantaged and deserving students pursuing their education (Singapore Chamber of Commerce Vietnam, n.d.).

In practice, this means every family or business taking part in this school fundraising event is doing more than enjoying a day of Halloween festivities. Their participation directly supports students who might otherwise face financial barriers to continuing their education, turning a single day of celebration into a contribution that lasts well beyond October.

It is this combination of celebration and purpose that gives the Bazaar a wider community impact, bringing families and businesses together while supporting educational opportunities for students in need.

Join Us at AHI Halloween Bazaar

Whether you are a business looking to connect with the community or a family looking forward to the holiday, everyone is welcome to be part of the AHI Halloween Bazaar.

Businesses can register as a vendor through the registration here: Register as a Vendor

For the latest announcements, event details and updates, follow AHI on Facebook and Instagram. More information about the Bazaar will be shared through AHI’s social media channels as the event approaches.

Learn More About AHI News

To explore what is coming up next, take a look at our Events Calendar and discover the activities we have planned.

How Halloween is Celebrated Around the World

Posted on 03/10/202603/10/2026 by Gary Ly

Halloween is often associated with trick-or-treating, elaborate costumes and an eerie atmosphere on 31st October each year. Yet, the celebration takes on different forms around the world, shaped by the cultures, traditions and communities in which it is observed. As Halloween has spread across borders, familiar customs have been embraced and adapted in different ways, creating a range of traditions that may be unfamiliar even to those who celebrate Halloween.

For families in an international, multicultural community, exploring these differences can help children develop a wider understanding of the cultures around them. From traditional customs to modern celebrations, discover how Halloween is celebrated around the world.

Halloween Around the World

Halloween is a holiday celebrated annually on 31st October, known for traditions such as dressing up in costumes, trick-or-treating, carving pumpkins and enjoying festive activities.

Halloween traces its history and origins to Samhain, an ancient Celtic festival celebrated in Ireland to mark the end of the harvest and the beginning of winter. Over time, traditions from Samhain and All Hallows’ Eve contributed to the Halloween celebrated today (HISTORY.com Editors, 2026).

As Halloween travelled across borders, diverse communities embraced and adapted the tradition in their own ways, shaping how different cultures celebrate Halloween. What began as a festival rooted in ancient Celtic tradition has since become a widely recognised occasion, celebrated in ways that reflect the countries that have made it their own.

From costumes to traditions, Halloween around the world takes many different forms. (Source: Pexels)

How Halloween is Celebrated Across Cultures

Ireland

Many of Halloween’s core customs, including costumes and bonfires, have roots in Ireland, the birthplace of Halloween. Today, Irish celebrations continue to preserve these traditions, with communities lighting bonfires on Halloween night and families enjoying seasonal foods such as colcannon, a dish of mashed potatoes with cabbage and onions (RTÉ, 2025), and barmbrack, a fruit bread traditionally baked with objects such as a ring, coin or piece of cloth, each believed to tell fortunes about marriage, prosperity or hardship (Vice, 2016).

Guising, in which people dressed up and went door-to-door, also laid the foundations for the trick-or-treating tradition seen today. Festivals such as the Púca Festival in County Meath continue to celebrate Samhain through parades, music and crafts, keeping Ireland’s connection to Halloween’s cultural heritage alive (Ireland.com, 2024). The Ulster Folk Museum explains that hollowed turnips were carved before pumpkins became dominant under American influence.

Barmbrack, a traditional Irish fruit bread, is a familiar part of Halloween in Ireland, where hidden objects were traditionally used for fortune-telling. (Source: Adobe Stock)

United States

In the United States, Halloween has developed into a large-scale celebration known for neighbourhood trick-or-treating, elaborate decorations and creative costumes. Children go door-to-door to collect sweets, while homes and yards are transformed with pumpkins, lights and spooky displays.

The scale of the celebration is reflected in its economic impact. The National Retail Federation estimates that Halloween spending in the United States will reach $13.5 billion in 2026, maintaining the strong spending level of the previous year’s record $13.1 billion. Its latest survey found that 74% of consumers plan to celebrate Halloween, with handing out candy, dressing in costume, decorating homes and yards, carving pumpkins and watching scary movies among the most popular activities (National Retail Federation, 2026).

Pumpkin carving is a much-loved Halloween tradition in the United States, turning pumpkins into everything from classic jack-o’-lanterns to creative seasonal decorations. (Source: Magnific)

Japan

In Japan, Halloween has grown into a major urban event focused on costumes, street parties and themed attractions rather than family trick-or-treating. Major cities such as Tokyo and Osaka host large cosplay gatherings and parades, with the Shibuya area in Tokyo once known for massive crowds of costumed revellers before new rules limited street gatherings (Japanese Pod 101, 2025).

Theme parks run Halloween nights with special decorations, limited-edition food and costume contests, while convenience stores and supermarkets sell seasonal snacks and costume goods. Trick-or-treating remains rare and is mostly limited to organised events at international schools, housing compounds or commercial facilities rather than neighbourhoods (GaijinPot, 2023).

For our preschoolers at AHI, Halloween brought the excitement of dressing up, making crafts and enjoying a fun-filled trick-or-treating experience.

Vietnam

In Vietnam, Halloween is mainly celebrated in big cities like Ho Chi Minh City and Hanoi through decorated venues, costume parties and themed promotions at schools, shopping malls, cafés and bars. In Ho Chi Minh City, streets such as Nguyễn Huệ Walking Street and Bùi Viện Street see Halloween displays, costumed staff and special drink or food menus in the days leading up to 31 October (VietnamNet, 2019).

Young people and expatriates often mark the night by dressing up, taking photos, going to parties or visiting haunted-house style attractions set up by entertainment venues. International schools and language centres also organise trick-or-treating or costume parades for children, but door-to-door trick-or-treating is not common in residential areas (VNExpress, 2024).

What Halloween Looks Like at AHI

With students from more than 30 nationalities, AHI brings together children who may have grown up with very different experiences of Halloween. Their backgrounds can shape how they understand Halloween traditions in different countries and how different cultures celebrate Halloween. For some, the holiday may be associated with trick-or-treating and neighbourhood celebrations; for others, it may be more familiar as a school event, a costume tradition or a social occasion.

These different experiences are part of what makes Halloween across cultures meaningful within AHI’s multicultural community. Students have opportunities to share the traditions they know while discovering how others celebrate. Events such as the AHI Halloween Bazaar provide a space for students to come together, exchange experiences and take part in an international celebration of Halloween.

A glimpse of AHI’s How-oween Charity Bazaar 2023, featuring over 80 vendors and sponsors who brought the event to life.

Celebrating Difference, Together

Halloween around the world may differ, but sharing these traditions can turn a familiar celebration into an opportunity for children to learn about the people and cultures around them. By hearing how others celebrate, students can broaden their perspectives and develop a deeper understanding of the diverse world they are growing up in.

At AHI, cultural exchanges like these are part of everyday life in a multicultural community. Growing up alongside students and teachers from different backgrounds gives children opportunities to listen, share and learn from one another, helping them build the curiosity and respect they need to understand and engage with the diverse communities around them.

Learn More About AHI News

To explore what is coming up next, take a look at our Events Calendar and discover the activities we have planned.

References

GaijinPot. (2023, October 5). Halloween in Japan: What’s different?
https://blog.gaijinpot.com/halloween-in-japan/

HISTORY.com Editors. (2026, August 25). Halloween: Origins, movies & traditions | HISTORY.
https://www.history.com/articles/history-of-halloween

Ireland.com. (2024, October 21). 6 Halloween traditions that come from Ireland’s Samhain festival. Tourism Ireland.
https://www.ireland.ie/en/visit/halloween/6-halloween-traditions-that-come-from-irelands-samhain-festival/

Japanese Pod 101. (2025, October 29). Halloween in Japan: How do Japanese people celebrate?
https://www.japanesepod101.com/blog/2025/10/29/halloween-in-japan/

National Retail Federation. (2026). NRF Halloween survey shows consumer spending expected to reach $13.5 billion.
https://nrf.com/media-center/press-releases/nrf-halloween-survey-shows-consumer-spending-expected-to-reach-13-5-billion

RTÉ. (2025, October 31). Why colcannon is the taste of an Irish Halloween. RTÉ Culture.
https://www.rte.ie/culture/2025/1031/1533202-why-colcannon-is-the-taste-of-an-irish-halloween/

Vice. (2016, October 26). Ireland celebrates Halloween with a bread that predicts your future.
https://www.vice.com/en/article/ireland-celebrates-halloween-with-a-bread-that-predicts-your-future/

VietnamNet. (2019, October 31). Best spots for a Halloween hangout in Ho Chi Minh City.
https://vietnamnet.vn/en/best-spots-for-a-halloween-hangout-in-ho-chi-minh-city-583844.html

VNExpress. (2024, October 31). Foreigners in Vietnam celebrate Halloween to ease homesickness.
https://e.vnexpress.net/news/life/trend/foreigners-in-vietnam-celebrate-halloween-to-ease-homesickness-4810699.html

AI Can’t Replace These Skills: What Every Child Needs for the Digital Era

Posted on 24/09/202624/09/2026 by Gary Ly

In this digital age, children can ask AI to explain a concept, support their problem-solving skills or generate an answer within seconds. With information always at their fingertips, an important question arises for parents: what should children still learn to do for themselves?

Rather than keeping technology out of the classroom, the focus should be on helping children use it wisely while building the skills they need to think independently, work with others and respond to change. This article explores how critical thinking, communication, collaboration and adaptability can develop alongside AI literacy, and how families can nurture them at home.

What Can AI Do for Children’s Learning Today?

Artificial intelligence (AI) refers to technology that can perform tasks that typically require aspects of human intelligence, such as understanding language, generating content, solving problems and recognising patterns. As for AI in education, these capabilities can support learning by helping children access explanations, generate ideas, practice skills and receive feedback. (Mark Warschauer, Zawacki-Richter et al., 2019)

Not long ago, a child who wanted to understand a difficult concept might have searched through a textbook, asked a teacher or worked through the problem themselves. Today, they can turn to an AI chatbot for an explanation within seconds.

A study by the Institute of Digital Media and Child Development found that 80% of students surveyed use AI to explain ideas when they are confused, while 70% use it to generate ideas and 60% use it to summarise texts (Children and Screens, 2026). To look more closely at our younger children, Hashem et al. (2025) found that 22% of children aged 8–12 had used a generative AI tool, with usage rising from 15% among 8-year-olds to 27% among 12-year-olds. These findings suggest that children are beginning to encounter generative AI early in their education journey (National Literacy Trust, 2025). Students commonly use AI to explain concepts, summarise academic material and structure ideas (Stephenson & Armstrong, 2026).

ICT classes give students opportunities to develop digital literacy and build the skills to navigate technology thoughtfully and responsibly.

This changes more than how quickly children can find information. An AI-generated answer may be useful, but receiving an answer does not necessarily mean understanding it. Children need to consider whether information is accurate, relevant or appropriate before accepting it.

This is where AI literacy becomes important. Alongside knowing how to use AI tools, children need the judgement to question and evaluate what they receive from them. Digital literacy gives them the foundation to navigate digital information thoughtfully and responsibly.

Through robotics, students explore technology hands-on, applying their ideas and problem-solving skills to real-world challenges.

The Essential Skills Every Child Needs to Develop

As AI makes information easier to access, children need abundant opportunities to develop the skills that allow them to make sense of it.

Critical thinking begins with questioning. Children need to consider how they know something is correct and whether there is evidence to support it. These skills can be strengthened through opportunities that encourage independent thinking and active problem-solving.

At Anne Hill International School (AHI), this extends beyond formal lessons. In our After-School Activities (ASAs) and Co-Curricular Activities (CCAs) programmes, such as Chess Club, students have space to plan, consider different strategies and make decisions through matches, puzzles and challenges, developing critical thinking, patience and resilience. Book Club also gives children opportunities to explore books, write, review, role-play and share their ideas, developing communication, storytelling and creativity.

Communication and collaboration allow children to explain their thinking, listen to different perspectives and work towards solutions with others. These experiences also develop problem-solving skills, particularly when there is no single correct answer.

At AHI, we provide opportunities to develop these skills AI can’t replace. For example, the Montessori experience in the AHI Early Years focuses on self-directed activities, hands-on learning and purposeful exploration. Children engage in five key areas of learning: Practical Life, Sensorial, Language, Mathematics and Culture.

Together, these areas encourage children to make decisions, explore ideas and work through challenges independently, building their ability to think through situations, consider different approaches and find solutions.

Creativity and innovation require children to explore possibilities, make connections and develop their own ideas. AI can generate suggestions, but children still need to decide what is meaningful, appropriate or worth pursuing.

Within the AHI Secondary Curriculum, Design & Technology gives students chances to identify real-world problems, create prototypes and refine solutions through an iterative design process. These experiences give children space to make choices, test ideas and learn from mistakes.

Adaptability is equally important as technology and ways of working continue to change. Children need to be comfortable learning, adjusting and trying new approaches rather than depending on one tool or method.

At AHI, assemblies provide opportunities for students to encounter different cultures and perspectives. The United Nations Day assembly, for example, encourages students to become adaptable communicators as they learn about different countries and consider perspectives beyond their own.

Learn more:

How Assemblies at AHI Help Promote Intercultural Learning

Chess Club challenges students to plan ahead and strategise, strengthening critical thinking, problem-solving and adaptability.

These are the skills AI can’t replace because they depend on children making judgements, engaging with others and taking an active role in their own learning.

To conclude, these abilities are reflected in the AHI’s nine core values: empathetic, respectful, humble, ethical, resilient, communicator, adaptable, collaborator and thinker.

These values support children in developing independence, judgement, responsibility and an awareness of how they relate to others.

Being ethical encourages children to consider the impact of how AI is used, while humility reminds them that having access to information does not mean having all the answers.

Adaptability supports them as technology continues to evolve, while empathy, respect and collaboration remain important as AI changes the way people interact and work together.

Hence, these nine values provide a foundation for children to engage with AI thoughtfully while continuing to grow as individuals.

Building Future-Ready Skills at School and at Home

Children develop these skills through everyday experiences, with educators and parents playing an important role in helping them practice and apply them. Solving a problem, explaining an idea, working with others, creating something or trying again after a mistake all give children opportunities to build critical thinking, communication, collaboration and problem-solving skills for the digital era.

This could mean asking children to explain their reasoning, discuss different solutions, work with others or reflect on what went wrong when they make a mistake.

Research by the National Literacy Trust found that 82% of teachers believe students should be taught to engage critically with generative AI (National Literacy Trust, 2025), highlighting the importance of guidance as children begin using the technology.

When educators reinforce these habits, children can develop skills AI can’t replace while learning to use AI as a tool rather than rely on it for every answer.

Learning to communicate, collaborate and adapt through teamwork and hands-on learning.

The same habits can be encouraged at home. Parents can ask “How do you know?” or “What makes you think that?” instead of immediately providing an answer.

When children use AI, they can be encouraged to check information against another source, identify anything unclear and explain why they agree or disagree with a response.

Parents can also reinforce AHI’s Digital Citizenship and Online Safety practices by encouraging purposeful use of technology, helping children assess whether online sources are reliable and modelling responsible device use at home.

For example, putting devices away during family meals or conversations shows children that technology has a place, but does not need to take over every interaction. Additionally, setting age-appropriate screen time limits and discussing online habits can further help children develop a balanced approach to technology.

This supports responsible AI use while helping children understand when technology can assist them and when they need to think through a problem themselves.

AHI also encourages children to use technology purposefully, safely and respectfully, including understanding how to protect their personal information and seek support when needed.

AHI’s approach to digital balance also creates space for play, relationships and activities away from screens, giving children opportunities to develop these abilities through real-world experiences.

Growing alongside AI

Preparing children for an AI-enabled world is therefore not about choosing between technology and traditional learning. It is about growing alongside AI, with the knowledge, values and judgement to use it thoughtfully.

AI will continue to shape how children learn, communicate and work. Preparing children for the future therefore means giving them more than technical knowledge. It means creating opportunities to develop curiosity, judgement, resilience and confidence when facing unfamiliar challenges.

The AI skills for children will not simply be about knowing how to use the latest tool. In the 21st century, children will also need to question information, contribute ideas, work with others and adapt as technology changes.

At AHI, we are committed to nurturing the skills AI can’t replace, helping our students develop the confidence and capabilities to move forward alongside technology, rather than simply keeping up with it.

References

Armstrong, C., & Stephenson, R. (2026). Student generative artificial intelligence survey 2026 (HEPI Report 199). Higher Education Policy Institute.

Student Generative Artificial Intelligence Survey 2026

Children and Screens. (2026, June 3). AI in education: What the research says.

https://www.childrenandscreens.org/learn-explore/research/ai-in-education-what-the-research-says

Harvard Graduate School of Education. (2025, April 8). AI can add, not just subtract, from learning.

https://www.gse.harvard.edu/ideas/news/25/04/ai-can-add-not-just-subtract-learning

Hashem, Y., Esnaashari, S., Onslow, K., Chakraborty, S., Poletaev, A., Francis, J., & Bright, J. (2025). Understanding the impacts of generative AI use on children: WP1 surveys. The Alan Turing Institute.

https://www.turing.ac.uk/sites/default/files/2025-06/understanding_the_impacts_of_generative_ai_use_on_children_-wp1_report.pdf

National Literacy Trust. (2025, February 26). Children, young people and teachers’ use of generative AI to support literacy in 2024.

https://literacytrust.org.uk/research-services/research-reports/children-young-people-and-teachers-use-of-generative-ai-to-support-literacy-in-2024

Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education—Where are the educators? International Journal of Educational Technology in Higher Education, 16(1), Article 39.

https://doi.org/10.1186/s41239-019-0171-0

Year 6 (Class of 2026) at Anne Hill International School Achieved Best-Ever Cambridge Checkpoint Results

Posted on 21/08/202621/08/2026 by Gary Ly

In August 2026, Anne Hill International School (AHI) received the Year 6 Cambridge Checkpoint results for the May 2026 examinations. This year’s results mark a significant milestone for AHI, with the highest Cambridge Checkpoint performance ever recorded at the school.

A Successful Year of Academic Progress

Infographic: Impressive figures from this year’s Cambridge Checkpoint results.

Across all three subjects – English, Mathematics, and Science – our Year 6 students (AY 2025-2026) achieved an average score of 34,4 – 16% higher than the average score in 2025, and also the highest ever recorded at AHI. This reflects strong academic growth over the past year.

In English, our students achieved an average score of 36, an increase of 3 points from 2025 and 3 points above the International Average. Mathematics delivered another particularly strong result, with an average score of 36 – also 3 points higher than last year and an impressive 6 points above the International Average. This result highlights the strength of the cohort’s mathematical achievement. In Science, the average score reached 31, representing the most significant year-on-year improvement, with a remarkable 9-point increase from 2025.

Exceptional Individual Achievement

This year also witnessed many excellent individual achievements across the cohort.

Infographic: Many excellent students at Anne Hill International School achieved all outstanding and perfect scores.

Five students achieved perfect scores (50/50) in English and Mathematics, including three perfect scores in Mathematics and two in English. This makes Mathematics a particular highlight of this year’s results.

In addition, five students achieved Outstanding results for all three subjects, demonstrating exceptional academic performance across the full range of the Cambridge Checkpoint curriculum. Looking at the cohort as a whole, 68% of students achieved a combined score of more than 100 out of 150 across the three subjects.

Infographic: A large proportion of scores are High or Outstanding scores.

Beyond individual excellence, the results also highlight a strong consistency of achievement among all students. More than three-quarters of our students (76.6%) achieved High or Outstanding results across all three subjects, demonstrating that strong academic performance was not limited to a small group of students. Mathematics recorded the highest proportion of High or Outstanding results at 84%, closely followed by English at 81%, while 65% of students achieved these levels in Science. Together, these figures reflect a broad and balanced level of achievement across the cohort, with the majority of students performing strongly across the full range of subjects.

Celebrating the Results Together

Photo: Mr. Matthew announced the Cambridge Checkpoint results to Year 7 students during the assembly.

The results were shared with our Year 7 students during their first Secondary School Assembly.

Mr. Matthew Mayne, Vice-Principal (Academic & Pastoral Care for Year 4 – Middle Years), personally presented the results to each student. As their results were revealed, our students celebrated the moment surrounded by the applause and encouragement of their teachers, friends, families and senior students.

Photo: Students celebrating the remarkable results with parents and friends.

These achievements are a testament to the hard work, determination and commitment of our Year 6 students, alongside the dedication of their teachers and the continued support of their families.

We are incredibly proud of the Class of 2026 and the strong academic foundation they have built. As they take their next steps into Secondary School, we look forward to seeing them continue to grow, challenge themselves, and achieve even more.

Learn More About AHI

Discover how Anne Hill International School supports students in developing strong academic foundations while preparing them for future success:

Explore the AHI Curriculum

Book a School Tour to discover how your child can learn, grow, and thrive in our international school community.

Intentional Summer Learning: 5 Meaningful Family Activities

Posted on 25/07/202630/07/2026 by Gary Ly

As another school year draws to a close, summer arrives with a welcome shift in pace—and a priceless opportunity for parents to reconnect with their children.

Yet, with empty calendar pages comes a subtle challenge: how do we make this extra time truly count? Without a bit of intention, the weeks can easily drift by.

To help you shape a summer that is both refreshing and meaningful, Anne Hill International School is pleased to share a few thoughtful ideas for your family.

Making the Most of Summer with Your Child

Stepping Outdoors: Sunshine, Movement, and Shared Joy

Summer is the perfect time to spend more hours outdoors, enjoying the fresh air and the simple joy of unstructured play. Families can head to a nearby park for a weekend picnic, go for a bike ride together, or enjoy an active outdoor game as a group.

Photo: AHI Preschoolers enjoying open air in our signature grass field.

These moments bring children a sense of ease and refreshment, a welcome contrast to the pressures of the school year. Sunshine and fresh air have also been shown to support children’s physical and social and emotional development.

As a family, you might create a simple summer “check-in” list together. There is no need to travel far — parents can put together a list of green, open spaces nearby with clean air, and simply dive into outdoor activities with their children!

Volunteering Together: Cultivating Kindness and Connection

During the school year, students may have already taken part in charity trips organised by the school — and there is no reason this spirit of giving should pause just because summer has arrived.

To make summer volunteering more meaningful, parents can start by talking with their children about what these activities mean to them and how they see their own role in helping others. Encourage them to suggest their own ideas — there are countless ways to make the world a little better, and children often surprise us with what they come up with.

It could be as simple as an afternoon spent picking up litter in the park, helping a neighbour fix something around the house, or organising a fun little workshop for younger children. It could also mean venturing further, with a visit to an SOS village outside the city. Since children are free from the constraints of a school timetable, summer is the perfect season for these bold, creative ideas.

Photo: AHI Secondary students donating Christmas gifts to St. Joseph’s Charity School in 2025.

Through these experiences, children learn empathy in a tangible, lasting way. And when families volunteer together, kindness becomes a shared value — showing children that spending quality time on something meaningful can be its own kind of joy.

Nurturing a Garden: Quiet Lessons in Patience and Care

Watching a tiny seed push through the soil is one of the most rewarding everyday miracles a child can experience — yet during the busy school year, there may be little time to enjoy it.

Tending to a small windowsill garden or a backyard patch teaches children about science, the life cycle of a tree, and the quiet beauty that green brings into our lives. As they measure daily growth, water fragile leaves, and wait patiently for blossoms, children develop a gentle curiosity and a deeper appreciation for the rhythms of nature. In terms of values, this simple activity teaches consistency and the importance of patience in a fast-paced world.

Photo: AHI Preschoolers nurturing their own Eco Garden on campus.

To deepen these lessons, parents can take their children to a botanical garden or forest to experience nature firsthand, or read books and watch films about trees and the importance of greenery in our cities. This helps children see trees not just as plants, but as friends — before, naturally, they start dreaming of growing their own little forest at home.

Documentary Evenings: Igniting Curiosity and Thoughtful Dialogue

Rainy afternoons or quiet evenings provide a wonderful backdrop for cozy documentary nights.

Exploring topics like deep-sea wildlife, space exploration, or ancient history opens up whole new worlds right from your living room.

You can also refer to some recommended lists on the internet, including an IMDb list of over 300 documentaries and educational series for kids — covering science, nature, history, and world cultures, from Bill Nye and Cosmos to nature films like Winged Migration. It is a great starting point for families looking to mix screen time with genuine learning.

Photo: A variety of engaging digital content that supports children’s learning.

Rather than passive screen time, these shared viewing experiences spark wonder, encourage big questions, and lead to lively family discussions that keep young minds actively engaged.

Local Excursions: Turning the City into an Open Classroom

Learning does not pause when the school doors close—it simply changes scenery.

Our Year 4 Students’ Trip to Saigon Zoo and Botanical Gardens: Learning Through Nature.

A family trip to a local museum, art gallery, science centre, or historic site turns a summer day into a hands-on adventure.

For families in Ho Chi Minh City, children can explore nature at farms and parks such as Thảo Cầm Viên Sài Gòn, Green Noen Farm in Củ Chi, Vườn Xoài in Đồng Nai, or Bò Cạp Vàng Tourist Area in Đồng Nai. For a mix of learning and fun, kids can also visit museums like the Ho Chi Minh City Museum, the Áo Dài Museum, the Vietnam Museum of Nature, or the Fine Arts Museum.

For a deeper dive into culture and history, families can visit historical places such as the Independence Palace, Saigon Central Post Office, Notre-Dame Cathedral, the Vietnam History Museum, the Ho Chi Minh Museum at Nhà Rồng Wharf, Bửu Long Pagoda, Vĩnh Nghiêm Pagoda, or Lăng Ông Bà Chiểu.

These short excursions bridge the gap between textbook knowledge and real-world discovery, encouraging children to observe, ask questions, and see learning as an exciting lifelong pursuit.

Holistic Education: Proven Practices from Anne Hill International School

Posted on 25/06/202630/06/2026 by Gary Ly

At Anne Hill International School (AHI), we believe that preparing future generations to address emerging challenges requires an educational model that fosters both intellectual advancement and learning through experience. True education goes beyond textbooks and examinations – it shapes character, builds confidence, and equips students to engage meaningfully with the world around them.

The adoption of a holistic approach reflects our commitment to a more comprehensive vision of education and student development, one that values academic excellence alongside the personal, social, and emotional growth every child deserves.

About Holistic Education

Education that Nurtures the Whole Child

Holistic education focuses on developing the whole child, helping them grow into confident, well-rounded individuals who can contribute positively to their communities. (Drew, 2026). It recognises that students need opportunities to grow intellectually, emotionally, socially, physically, and morally in order to thrive. This approach moves beyond memorisation and test performance, emphasising meaningful learning experiences that help students understand themselves, build positive relationships, and develop a sense of purpose.

Beyond Academic Achievements

As a result, holistic education places equal importance on academic knowledge and essential life skills. Students are encouraged to develop critical thinking, creativity, emotional intelligence, communication, and collaboration skills through experiential learning and self-discovery. By valuing personal growth alongside academic success, holistic education aims to nurture confident, well-rounded individuals who are motivated to learn throughout their lives.

The learning environment plays an important role in supporting this approach. Rather than focusing solely on instruction, classrooms are designed to be welcoming, flexible, and student-centred. Learning spaces may include movable furniture, collaborative work areas, quiet reading corners, outdoor learning environments, and personalised learning stations that cater to different needs and learning styles. These features create a supportive and engaging atmosphere that encourages exploration, collaboration, and independent learning while fostering students’ confidence, social-emotional development, and academic success (Wideman-van der Laan, 2024).

Classrooms should be welcoming, flexible and student-centred to support a holistic education.

Another notable aspect of holistic education is its emphasis on physical wellbeing. Recognising that a healthy body supports both learning and daily life, holistic education encourages regular physical activity and health education to promote students’ overall development (Zhao et al., 2023).

Increasingly Embraced by Schools Worldwide

As academic knowledge alone is no longer sufficient to prepare students for a rapidly changing and interconnected world, schools are increasingly appreciating holistic education. Research has highlighted the need of skills such as critical thinking, creativity, collaboration, communication, and social responsibility to succeed in the future alongside subject knowledge (American University, n.d.).

Growing awareness of student wellbeing has also contributed to the popularity of holistic education. By supporting students’ emotional, social, and physical development alongside academic learning, schools can create environments that promote both personal growth and academic achievement (Global Partnership for Education, 2023).

In addition, holistic education aligns with growing international recognition that education should support the development of the whole child. Organisations such as UNESCO advocate educational approaches that nurture cognitive, social, emotional, physical, and ethical development, helping students become lifelong learners and active contributors to society (UNESCO, 2021; American University, n.d.).

By nurturing students’ emotional, social, and physical development alongside academics, schools can foster both personal growth and academic success.

Proven Practices at AHI

At AHI, holistic education lies at the heart of the school’s vision to nurture “well-rounded, globally-minded, lifelong learners.” This reflects a commitment to developing students not only academically, but also personally, socially, and emotionally. By helping students understand themselves, engage with the wider world, and build the skills needed for a changing future, AHI aims to prepare learners for success both in school and beyond.

This approach is trusted by families and has contributed to positive outcomes in students’ confidence, wellbeing, engagement, and overall development.

The Key Role of IPC

AHI students are encouraged to explore their interests, but they are also intentionally exposed to a broad range of subjects, cultures, ideas, and experiences. The International Primary Curriculum (IPC) plays a key role in supporting this approach. Alongside academic learning, the IPC promotes personal and international development through values such as resilience, empathy, collaboration, and respect. Students are encouraged to understand different perspectives, explore global issues, and consider their role within a wider international community.

This ensures that academic success is developed alongside character, social responsibility, and personal growth.

IPC encourages students to explore global issues and consider their role within a wider international community.

Connecting with the Real World

As Mr Benjamin Cracknell (Vice Principal – Lower Primary) explains, one of the key purposes of education is to expose students to a wide range of experiences, ideas, and opportunities, helping them discover their interests, strengths, and passions while also developing an understanding of what may not resonate with them.

Research also recognises that children learn most effectively when they can connect new knowledge to real experiences (Dewey, 1938). At AHI, educational visits, assemblies, exit points, events, and residential trips help bring learning to life by allowing students to see, experience, and better understand the concepts they encounter in lessons. These experiences build valuable background knowledge, enabling students to learn more effectively.

Extra-curricular activities provide another important dimension of holistic education. Through opportunities such as music, sports, performing arts, and clubs, students can develop confidence, creativity, teamwork, and resilience while exploring interests beyond the classroom.

Mr Ben highly appreciated that many AHI students are having access to activities such as joining a school band, roller skating, or participating in performance opportunities. These experiences broaden students’ horizons and help them develop skills and passions that may shape their future interests and aspirations.

Photo: AHI School Band performing in the 10th Anniversary School Concert in December 2025.

The Positive Impact

The impact of this approach can be seen in the attitudes and actions of AHI students. Mr. Ben highlighted examples of students organising donation drives following a typhoon and actively supporting initiatives such as the Kindness Machine project.

These experiences demonstrate growing awareness of issues beyond their immediate surroundings and a willingness to take positive action within their community. Such moments reflect the wider purpose of holistic education: helping children understand not only what is happening in the world, but also how they can contribute meaningfully to it.

Photo: AHI students participating in the 2024 Yagi Donation Appeal in support of families affected by Typhoon Yagi in Lao Cai.

Balancing with Academic Requirements

Importantly, holistic education does not diminish the importance of academic achievement. Rather, it recognises that strong academic foundations and personal development are equally important for long-term success.

Literacy, communication, critical thinking, and subject knowledge provide students with essential tools that open future opportunities and choices. At the same time, experiences beyond the classroom help students develop confidence, adaptability, resilience, and social awareness.

By combining academic excellence with broad learning experiences, holistic education aims to ensure that students leave school not only knowledgeable, but also equipped to navigate the opportunities and challenges of an ever-changing world.

Holistic education does not mean placing less value on academics.

Key Takeaways

Holistic education develops the whole child by supporting intellectual, emotional, social, physical, and moral growth, rather than focusing solely on academic achievement.
Learning extends beyond examinations and memorisation, helping students develop critical thinking, creativity, communication, collaboration, emotional intelligence, and lifelong learning habits.
The learning environment matters. Flexible, student-centred spaces encourage exploration, independence, collaboration, wellbeing, and deeper engagement with learning.
Physical wellbeing is an essential part of education. Holistic education recognises that health, movement, and physical development support both learning and overall quality of life.
Holistic education integrates the strengths of multiple educational philosophies, balancing academic, emotional, social, moral, and personal development to meet the diverse needs of learners.
No single educational model is sufficient on its own. Research suggests that holistic education combines the broad knowledge of liberal education, the expertise of specialised education, and the personal development focus of quality education.
Schools worldwide are increasingly embracing holistic education as future success requires skills such as creativity, collaboration, communication, adaptability, and social responsibility alongside subject knowledge.

Learn More About AHI Curriculum

Learn more about our holistic education programmes:

https://annehill.school/curriculum/

Book a School Tour to discover how your child can grow in our caring community.

FAQs

1. What is holistic education?

Holistic education focuses on developing the whole child rather than concentrating solely on academic achievement. It supports students’ intellectual, emotional, social, physical, and moral growth, helping them become confident, well-rounded individuals who can contribute positively to society.

2. Does holistic education mean academics are less important?

No. Holistic education values strong academic achievement while also recognising the importance of life skills such as critical thinking, communication, creativity, collaboration, resilience, and emotional intelligence. The goal is to prepare students for both examinations and life beyond school.

3. Why are more schools adopting holistic education?

Research suggests that academic knowledge alone is no longer enough in a rapidly changing world. Schools increasingly recognise the importance of developing transferable skills, wellbeing, adaptability, social responsibility, and lifelong learning habits alongside subject knowledge.

4. How is holistic education different from traditional education?

Traditional approaches often place greater emphasis on memorisation, examinations, and subject knowledge. Holistic education takes a broader view by combining academic learning with personal development, wellbeing, character education, real-world experiences, and global awareness.

5. How does AHI implement holistic education?

AHI integrates holistic education through its vision of nurturing well-rounded, globally-minded, lifelong learners. This includes the International Primary Curriculum (IPC), experiential learning opportunities, educational visits, assemblies, residential trips, extra-curricular activities, values education, and community engagement initiatives.

6. What role does the IPC play in holistic education at AHI?

The IPC supports academic learning while promoting personal and international development. Through its values and thematic units, students develop qualities such as empathy, resilience, collaboration, respect, and global awareness alongside strong subject knowledge.

7. What impact does holistic education have on students?

Holistic education helps students become more confident, socially aware, and engaged learners. At AHI, this can be seen through examples such as students organising donation drives, participating in kindness initiatives, and demonstrating a growing awareness of how they can make positive contributions to their community and the wider world.

References:

American University. (n.d.). What is holistic education?

https://www.american.edu/baker/graduate/articles/what-is-holistic-education.cfm

Dewey, J. (1938). Experience and education. Macmillan.

Forbes, S. H. (2003). Holistic education: An analysis of its ideas and nature. Foundation for Educational Renewal.

Global Partnership for Education. (2023). Learning in school and for life: A holistic approach to child development.

https://www.globalpartnership.org/blog/learning-school-and-life-holistic-approach-child-development

Miller, R. (2004). Educational alternatives: A map of the territory. Paths of Learning, 20.

UNESCO. (2021). Reimagining our futures together: A new social contract for education.

https://unesdoc.unesco.org/ark:/48223/pf0000379707

Wideman-van der Laan, Y. (2024, October 21). How schools should be: Holistic classroom designs that promote joy and confidence. EDspaces.

https://ed-spaces.com/news/how-schools-should-be-holistic-classroom-designs-that-promote-joy-and-confidence/987501866

Zhao, Y., Muhamad, M. M., Mustakim, S. S., Li, W., & Wu, X. (2023). Analyzing the comparison and integration of the holistic education approach with liberal, specialized, and quality educational modes. International Journal of Academic Research in Economics and Management Sciences, 12(4), 279–297.

https://doi.org/10.6007/IJAREMS/v12-i4/19778