Compare Korean Curriculum International Schools in Cambodia

Albert International Academy operates across three Phnom Penh campuses: Boeung Snor Campus, Koh Norea Village, Sangkat Nirouth, Khan Chbar Ampov; Toul Kork Campus, No. 8 St.33, Corner of St.566, Sangkat Boeung Kok 1; and Chamkar Doung Campus, No. 250 St.60D Thmey Village, Sangkat Dangkor, Khan Dangkor. Each campus serves a different area of the city and is reachable by major roads; maps links are provided on the campus pages for directions.

The school follows the Western Australian Curriculum across its campuses and is licensed to teach this curriculum by the Western Australian Curriculum and Standards Authority (SCSA). A senior pathway includes the Australian ATAR option in Years 11 and 12, supporting progression to universities in Australia and globally.

AIA operates as a day-school with multiple Phnom Penh campuses (Boeung Snor, Toul Kork, and Chamkar Doung). The program is centered on the Western Australian Curriculum and is licensed by SCSA. Boarding facilities are not listed on the school's materials.

Special Needs Child/Learning Support is provided. The policy notes that some learning difficulties can be met within the school, but if extensive one-on-one support is required, specialist assistance may be arranged and may incur extra charges; if the school cannot provide the necessary services, parents may be asked to seek an alternative arrangement.

Affiliated with Australia through the Western Australian Curriculum and SCSA licensing, including a pathway to the Western Australian WACE/ATAR framework.

No religious affiliation is listed in the school's materials.

Public start and end times are not published. The school offers a daily lunch program for students.

Bus service information is not listed on the school materials.

All students must wear the official uniform from Monday to Thursday. On Fridays, casual wear is allowed if appropriate for a learning environment. Students wear indoor shoes at school; PE requires non-marking sport shoes; girls should have their hair tied neatly and boys should keep hair short and neat.

Students can have lunch provided by the school canteen or bring packed lunches. The school serves a hot lunch daily, typically with protein, rice, vegetables, fruit and soup. A small daily snack is provided; there is a Healthy Food policy and students with special dietary requirements may provide their own lunch.

Albert International Academy follows the Western Australian Curriculum across its Phnom Penh campuses (Boeng Snor, Toul Kork, and Chamkar Doung). The curriculum spans early years through Year 10, with an ATAR pathway available in Years 11–12 to achieve the Western Australian Certificate of Education (WACE) and the WASSA transcript. The framework emphasizes critical thinking, literacy and numeracy, digital literacy, and inquiry-based, cross-disciplinary learning. In senior years, ATAR provides university admissions pathways, and graduates may pursue scholarships such as Australia Awards and the Premier's WA bursary program. The school is licensed and accredited by the Western Australian School Curriculum and Standards Authority (SCSA) to deliver this curriculum.

Albert International Academy supports social and emotional learning through a discipline framework that emphasizes warm, responsive care and positive guidance to create a caring classroom climate. Staff strive to create an atmosphere of love and trust and to model respectful behavior as part of daily practice. Discipline is guided by positive approaches rather than punitive measures to support students' social and emotional development. The school operates an Open Door Policy and Investigative Procedures to encourage parental engagement and to address welfare concerns promptly. These elements together provide the conditions for SEL within the school's safeguarding and welfare framework.

Special Needs/Learning Support is addressed in the school's policy. A child is recognized as having special needs if they have a learning difficulty requiring special provision. Some learning difficulties can be met within the school, but specialist expertise will be sought when required. If a large amount of one-to-one attention is needed, the school may require additional support for the child and extra charges may apply. The school is not described as a specialist SEN institution; services may be provided in-house with external specialist involvement as needed. Parents may be asked to remove their child if the school cannot provide the required services.

English is the principal language of instruction at Albert International Academy. The policy states English will be the principal language of instruction and that English is not a requirement for Nursery and Kindergarten entry. There is no publicly disclosed information about formal EAL programs, dedicated staff, or targeted EAL initiatives beyond using English-language instruction. No separate EAL provision is described beyond the use of English in instruction. Therefore, explicit EAL support details are not publicly disclosed.

Public materials do not describe a named mental wellbeing or pastoral care program. The policy includes general health and safety provisions such as Sick Child Policy, which outlines illness procedures and emergency contact arrangements, contributing to student wellbeing. The Discipline Policy emphasizes warm, responsive, and positive care, supporting students' emotional and social well-being. The school provides practical wellbeing measures such as a lunch program and nutrition policy to support students' overall health. No dedicated mental wellbeing program is publicly disclosed.

Safeguarding at Albert International Academy is addressed through an Open Door Policy and Investigative Procedures that encourage parental engagement and prompt investigations of welfare concerns. Staff are described as ethically and morally obligated to report signs of abuse. Emergency medical forms and designated emergency contacts are used to respond to medical or welfare incidents. The policy provides for illness, accident reporting, and notification to parents within 24 hours of a communicable disease. These elements collectively form the safeguarding framework described in public materials.

1. Step 1: Make an Enquiry and Book a Tour. Contact the Admissions team to learn about learning opportunities at Albert International Academy, how to join, and to arrange a visit to the campuses and facilities. The school operates three campuses in Phnom Penh: Boeng Snor, Toul Kork, and Chamkar Doung, each with its own address and phone numbers for inquiries. Expect to learn about the programs offered and to schedule a campus tour during this initial outreach. 2. Step 2: Apply for the Admissions Assessment. The placement assessment consists of a paper-based test and an oral interview to evaluate the student's readiness and fit for the program. Parents should prepare the student for both written and spoken components and be ready to provide any requested information or prior records. 3. Step 3: Wait for the Results. After completing the placement test, the admissions team will reach out within 24 to 48 hours with the outcome. This communication will indicate whether the student has been placed and what the next steps are. 4. Step 4: Accept Your Enrolment Offer and Submit the Required Documents. If the student passes the placement test, an enrolment offer is extended. Parents should review the offer and submit the requested documents (such as copies of student information) to secure the place. The school teaches Western Australian Curriculum and is licensed to deliver this program. turn2view0; turn1view0; turn4view0; turn1view0.

Scholarships are available for Western Australian Certificate of Education (WACE) graduates. There are two active scholarship programs: the Australia Awards program and the Premier's Western Australian Certificate of Education (WAISC) Bursary, which offers up to $20,000 and is awarded to 50 international WACE graduates who choose to study at Western Australian universities. These scholarships are positioned to support graduates completing the WA curriculum and pursuing higher education in Australia. The school notes that these are current, active programs. turn4view0.

Public admissions information does not describe a waitlist or enrolment pool system. The published process consists of four steps (enquiry/tour, placement assessment, results, and offer/ enrollment documents), with no mention of a waitlist or pool. If such a mechanism exists, it is not described on the site. turn2view0.

Southbridge International School Cambodia is in the Chbar Ampov area of Phnom Penh, sited within the Borey Peng Huoth Polaris residential development (Building No. 367, Polaris Street, Sangkat Nirouth, Khan Chbar Ampov). The school is in the south-east of the city and is accessed from major local roads serving that housing estate; the website also lists additional campuses (Chroy Chongva and other sites) as ‘coming soon'.

SISC serves Early Years through Grade 12 (students aged from about 2 years up to 18), with Nursery/K1–K3 in Early Years and Primary and Secondary years up to Grade 12. The school offers both a Khmer General Education pathway and international (IEYC/Cambridge) pathways through IGCSE and AS/A Levels.

SISC is a co-educational day school offering bilingual/integrated Khmer and international programmes (IEYC and Cambridge). The school's public materials describe campus facilities and day programmes but do not list boarding provision on the website, so families should confirm directly with admissions if they need boarding or residential options.

The school operates a Learning Support Department and a Student Affairs office to support learners with different needs; the admissions information specifically names a Learning Support Department. External school listings note that SISC provides EAL/ESL support and works with external specialists for assessments when required. For individual SEN provision and formal assessments (IEPs, specialist referrals), contact the school's admissions or learning support team to discuss specific needs.

SISC is a Cambodian school offering the Khmer General Education (MoEYS-accredited) programme alongside international Cambridge pathways; it does not state an affiliation to a particular foreign country.

The school's published materials present SISC as a multi‑cultural, non‑religious educational provider; no religious affiliation is listed on the website.

Published timetables and school listings show a typical start in the early morning (around 07:20–07:30 for morning assembly/lessons) with lessons and morning breaks scheduled mid-morning and the day finishing in the mid‑afternoon (external listings give a finish time around 16:15); grade-specific timetables (breaks, lunch) are published for each year group. Families should request the current grade-specific timetable from admissions because start/end times and break patterns can vary by year and by academic year.

The school's contact and admissions pages do not advertise a school bus service, and third‑party school listings indicate that a school bus is not provided; the site instead highlights that it is located within a large residential development (Borey Peng Huoth). If a daily transport arrangement is important, contact the admissions office to confirm current transport options or to ask whether private providers or parent-run shuttle arrangements are available.

The school requires a uniform. Uniforms and PE kit are available to purchase from the school shop.

The cafeteria provides lunch and snacks for purchase; it is optional to use the cafeteria, and students may bring lunch from home. A Wing card is used for tap-and-pay in the cafeteria.

Neak Oknha Kith Meng is the chairman, serving as Chairman of the Royal Group Companies.

Southbridge International School Cambodia runs an International pathway using the International Early Years Curriculum (IEYC) in Nursery–K3 and the Cambridge Pathway from Years 1–13, and also offers an Integrated pathway that combines Cambridge with the Cambodian national (Khmer) curriculum. The Early Years programme uses the IEYC for young learners (around 2.5–5 years), while integrated classes also follow the National Early Years Curriculum (NEYC) for Khmer subjects. Primary (Years 1–6) follows Cambridge Primary with subjects such as English, mathematics, science, global perspectives, ICT, music, art, PE and swimming, with English as the main language of instruction and Khmer and Chinese offered as additional languages. Secondary is split into Cambridge Lower Secondary (Years 7–9) and Upper Secondary (Years 10–13), where students progress to Cambridge IGCSE (typically for ages 14–16) and then Cambridge International AS & A Levels (typically for ages 16–19). Qualifications available therefore include the Cambridge Primary/Lower Secondary frameworks, Cambridge IGCSE and Cambridge AS & A Level certificates, and — for students on the integrated national pathway — Khmer General Education credentials including a High School Diploma equivalent to the Bac II accredited by the Ministry of Education, Youth and Sport (MoEYS).

The school explicitly states that it develops students' social and emotional learning through positive interactions with teachers and peers and aims to build confident, resilient learners. SISC's published student profile and personal goals emphasise attributes such as “Confident,” “Reflective,” and “Responsible,” which underpin its SEL approach. The school also runs community wellbeing events that include mindfulness and family‑focused sessions, for example hosting a talk on “Emotional Well‑Being in Families.” SISC lists a Student Affairs Office as part of its support structure, which the school presents as contributing to students' pastoral care.

SISC's admissions information states the school has a Learning Support Department and describes itself as an inclusive school that considers applicants with additional needs. A public job description for a Learning Support role describes managing a Learning Support Centre and working with learning support assistants and teachers, indicating an operational in‑school learning support function. A third‑party school listing also reports that the school operates learning‑support and SEN services and mentions examples such as dyslexia and autism support and external collaboration, but those specific claims come from an external directory rather than the school website. The school website does not publish a detailed list of which specific SEN conditions it supports nor does it describe itself as a specialist SEN institution.

The school does not publicly disclose information regarding EAL.

SISC's website and news pages describe wellbeing activity for students and families, including a published event on mindfulness and emotional‑wellbeing featuring an external speaker. The school states it provides a Nurse Station for student health needs and lists a Student Affairs Office, which the site presents as part of its pastoral and wellbeing provision. The school also promotes a culture described as a “warm, safe and happy environment” in its public messaging. There is no separate, detailed mental‑health programme or school counselling policy published on the website.

1. Initial enquiry and campus visit. When you arrange the visit, ask which pathway (bilingual, International Pathway, or Integrated Curriculum) you are interested in and whether staff available at that time can discuss language support or learning‑support needs. Parents should bring the child's identification (birth certificate/passport) and any recent school reports to the visit if available.

2. Submit an application and required documents. Complete the school's application form (available from admissions) and submit required documents: typically proof of identity (birth certificate or passport), previous school reports or transcripts, immunisation records, and any assessment reports (e.g., SEN statements) that are relevant to support needs. Confirm with admissions whether there is an application or registration fee and whether those fees are refundable or credited toward enrollment — the school's materials note document review as part of progressing the application. Keep copies of everything you submit and ask for a receipt or confirmation email.

3. Placement assessment and interview. SISC requires students to complete a placement test and may hold an interview; the content and format vary by age (early years observations for younger children; English and mathematics assessments for older pupils). Parents should clarify whether the assessment is in‑person or can be done remotely, what material the child should prepare (if any), and whether an interpreter is permitted for non‑English speakers. If your child needs learning support or English language support, disclose this at application so the admissions team can plan the appropriate assessment and supports.

4. Offer letter and confirmation. After assessment, the school will inform parents of the outcome and — for successful applications — issue an Offer Letter that details the place, programme, and fees due. Read the Offer Letter carefully for deadlines (signature, deposit, registration) and any conditions (e.g., required vaccinations, additional assessments, or language support). If an offer is time‑limited, return the signed acceptance and required payment by the deadline to secure the place.

5. Submit final documents and settle fees. The admissions page states that once admitted parents must submit all required documents for review and that all school fees must be paid in full before a child can start school; confirm the school's accepted payment methods and whether there are instalment plans or early‑payment discounts. Ask for a written invoice that itemises registration/one‑time fees, tuition, capital/annual fees and any optional charges (transport, lunches, weekend classes). If your employer will pay fees, provide company invoicing details early so the school can liaise with them directly.

6. Class allocation, materials and start date. After payment and paperwork are completed the admissions/academic team will confirm class assignment and the student's official start date and will arrange for study materials and handover information to the homeroom teacher. Parents should check induction arrangements (orientation sessions, uniform purchase, timetable for the first week) and confirm drop‑off/pick‑up procedures and school hours. If your child requires transport, ask admissions about the availability, routes, and fees for school bus services.

7. Ongoing communication and follow up. Keep in regular contact with the admissions office and the assigned homeroom teacher during the first term to monitor adjustment and any additional support needs; the school's learning support and student affairs teams can be involved if required. Ask how progress and behaviour will be reported (parent meetings, written reports, online portals) and note any probationary or review periods referenced in the Offer Letter. If your plans change, notify admissions immediately — policy on withdrawals, refunds or deferrals will be specified in the school's fee schedule or Offer Letter.

No explicit waiting‑list policy is published on the school's admissions pages. The SISC admissions and contact pages describe the application, assessment and offer process but do not state a formal waitlist procedure or how places are prioritised when classes are full. Because many international schools manage limited places differently by grade and by campus, I recommend contacting SISC's admissions office directly (info@sisc.edu.kh or the numbers listed on the website) to ask whether they operate a waitlist, whether they accept completed applications to hold a place, and whether there is a fee to hold a space — the school's admissions team can confirm current practice for the specific grade and preferred start date.