Monthly Newsletter - February 2026

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Our Director's Update

Teaching and Learning

Our Director's Update

Dear Parents and Friends,

February has been a vibrant and purposeful month across AISB. From Early Years to Secondary, students have engaged in rich learning experiences that strengthen their confidence, creativity and critical thinking.

International and Multicultural Week, along with Lunar New Year celebrations, highlighted our commitment to global citizenship and intercultural understanding. Science Week showcased inquiry in action, with students exploring, questioning and applying their learning in meaningful ways.

Our Primary and Secondary Sports Days reflected resilience, teamwork and a commitment to personal best. In the Creative and Performing Arts, our Secondary production of The Witches demonstrated collaboration, courage and growing confidence on stage.

We also proudly recognised student achievement at the SEAMO Mathematics Assembly and across a range of academic and co-curricular pursuits.

Across all year levels, our focus on wellbeing, integrity and community remains central to daily life at AISB as we continue to develop capable, compassionate and globally minded learners.

Warm regards,

Henri Bemelmans

Director

Early Years Update

Written by Sheridan Musto, Head of Early Years and Soi 20 Campus

Over the past few weeks, the Soi 20 campus has continued to build on our strong sense of community through a range of meaningful learning experiences and celebrations.

We enjoyed a vibrant and engaging International and Multicultural Week, where each class explored a focus country through classroom activities, stories, music, and cultural learning experiences. Families were invited to visit and share aspects of their own culture, creating authentic opportunities for students to develop a deeper understanding of global diversity.

Highlights of the week included picnic-style international food days, in-house parades, and a colourful dress-up day celebrating traditional clothing and cultural identity.

Students also took part in Lunar New Year celebrations, coming dressed in festive colours and traditional attire, while learning about the customs and significance of the celebration across different cultures.

We were also excited to celebrate Science Week, which included a range of hands-on, inquiry-based learning experiences designed to spark curiosity and encourage students to explore the world around them. Across the campus, children engaged in simple experiments, investigated cause and effect, explored materials and their properties, and made predictions through play-based STEM activities. These opportunities allowed students to develop confidence in exploring new ideas, working collaboratively, and making sense of their environment through inquiry and discovery.

Learning experiences focused on observing changes, asking questions, testing ideas, and discussing what they noticed - supporting the development of early scientific thinking, problem-solving, and communication skills. The week concluded with a themed Science Dress-Up Day, where students came dressed as OUT OF THIS WORLD inspired costumes, further promoting imagination and engagement in learning.

Alongside these celebrations, we have also had our 4th Spirit of AISB Values Challenge, which focused on INTEGRITY. Students engaged in outdoor team games and physical challenges designed to build resilience, teamwork, and perseverance, while developing their understanding of how to care for themselves and others.

Our House Points Tally Board is now in place in the dining room, providing students with a visual way to celebrate positive behaviours such as demonstrating AISB values, showing kindness and effort, and following sun-safe expectations. This has supported greater consistency across classrooms and play spaces in recognising positive choices.

Across Nursery to PreK2, our Wellbeing & Mindfulness Program continues to be embedded into daily routines through short, intentional mindfulness practices. Students are learning to recognise and manage emotions using tools such as Calm Down Cards and consistent regulation language across classrooms. These approaches support emotional literacy, align with EYLF wellbeing outcomes, and reflect our restorative approach to supporting behaviour and relationships.

As part of our ongoing commitment to environmental responsibility, we continue with our Paper-Free Days across the campus. This initiative encourages both staff and students to consider how we can reduce our environmental footprint through mindful use of resources in our daily routines. In addition, our Sustainability Committee has now shifted its focus toward reducing food waste, and is currently exploring practical solutions such as composting systems and the possible introduction of a worm farm to support waste management and sustainability education for our students.

Across these initiatives, the Soi 20 campus continues to prioritise wellbeing, sustainability, global awareness, and positive relationships as part of everyday learning, supporting students to develop not only academically, but socially and emotionally within a connected school community.

Primary Update

Written by Hannah Carew, Head of Primary

Fantastic February – Celebrating Our Diverse Community

February has been a vibrant month at AISB, filled with celebration, connection, and recognition of the rich diversity within our school community.

Our Spirit of AISB Challenge was once again a highlight, with students demonstrating how they manage their emotions and show integrity while participating in games and activities. It was wonderful to see such positive attitudes and teamwork on display.

During International and Multicultural Week, our primary students explored and celebrated cultures from around the world. From colourful parades showcasing their heritage, to a delicious food festival, and engaging classroom displays created through country research, students embraced the opportunity to learn from one another on their “World Tour” of the campus.

Link to videos: Parade: https://www.facebook.com/share/v/1CFhJEfgHh/

Food Festival: https://www.facebook.com/share/v/1FuWwXgbXj/

We also celebrated the achievements of our students at the SEAMO Maths Assembly, where many were recognised for their participation and effort in the SEAMO Mathematics Competition. We look forward to seeing our students continue to challenge themselves in the upcoming Kangaroo Mathematics Competition on 27 March 2026.

Link to video: https://www.facebook.com/share/v/1BxC2A88F3/

Students also enjoyed learning about Lunar New Year, gaining a deeper understanding of its traditions and significance, and celebrating together as a community.

To conclude the month, our Years 3–6 Sports Day was a fantastic success. Students enthusiastically participated in a range of traditional athletic events, demonstrating excellent sportsmanship, teamwork, friendship, and fairness throughout the day.

Link to video: https://www.facebook.com/share/v/1L7VzdS6gt/

Our Foundation, Year 1, Year 2, and Year 3 field trips were also a wonderful success. Students had an amazing time learning through real-life experiences, from visiting farms to exploring dinosaurs, while developing friendships and collaboration skills through fun and engaging activities outside of the school environment.

Foundation

Year 1

Year 2

Year 3

Looking ahead to Marvellous March, we are excited for our upcoming Year 6 and Year 4 field trips, Foundation, Year 1 and Year 2 Sports Days, Harmony Day, and the second round of Student-Led Conferences. We look forward to another month of learning, growth, and community engagement.

School Value - Community

Throughout the month of March, students will be learning about our school value of Community. At AISB, Community is about fostering a strong sense of belonging, connection, and shared purpose, where every individual feels valued and included. We build positive relationships through teamwork, collaboration, and trust, celebrating both our diversity and each other’s achievements. Through caring actions and service to others, we support the needs of our community with compassion and responsibility. Together, we create an inclusive environment where everyone is encouraged to contribute, connect, and thrive.

Bounce Back theme -Positive Relationships

At AISB, students are learning about positive relationships and the important role they play in our daily lives. Friendships and positive relationships are an important part of children’s wellbeing, helping them feel happy, supported, and better able to manage challenges.

While friendships can change and not everyone will always get along, these experiences are a normal part of growing up and learning to connect with others. Developing strong social skills, such as kindness, fairness, sharing, listening, and resolving disagreements respectfully, helps children build and maintain meaningful relationships. Ultimately, being a good friend is key to making friends, and through understanding, empathy, and communication, children can create positive and lasting connections.

Secondary Update

Written by MIchael Bryce, Head of Primary

Welcome to another High School update. It has been a vibrant and engaging week across campus, with students actively involved in a range of learning experiences both inside and beyond the classroom.

This week we are celebrating Science Week, featuring an exciting “whodunnit” investigation challenge. Students are working through clues and conducting experiments to solve the mystery, a wonderful opportunity to apply scientific thinking, collaboration, and inquiry skills in a fun and meaningful way.

It has been fantastic to see such enthusiasm and curiosity in action.

AISB Secondary Sports Day

AISB Secondary Sports Day provided students with the opportunity to apply the skills developed in their Physical Education lessons. Events included long jump, vortex throw, sack races, sprints and relays, allowing students to demonstrate movement competence, coordination and strategic thinking.

Throughout the day, students showed teamwork, resilience and respectful participation, reflecting our focus on personal best, fair play and active engagement. Well done to all students for their positive involvement and effort.

Creative and Performing Arts

Courage, Confidence and a Touch of Magic: The Witches Cast Their Spell at AISB

The AISB Secondary production of The Witches by Roald Dahl brought dark humour, energy and imagination to the stage. With a strong focus on ensemble work, every student played a vital role in bringing this fast-paced story to life.

Students reflected proudly on their journey. Aiyara shared, “At the start of rehearsing the play, it was hard to remember our lines and actions, but with a lot of practice we improved so much and the play was amazing!” Uyan admitted, “At first I was really nervous about performing, but in the end it wasn’t even that scary or hard. I had a lot of fun while performing!”

Zoe described rehearsals as “unforgettable,” while Amina said the experience helped her “build my confidence on stage.” Kimaya highlighted the connections formed through the process, and Sophia reflected on learning from mistakes and growing through challenges.

Our assistant directors also embraced new responsibilities. Kate called it “a new and exciting experience,” and Maya shared how rewarding it was to see the cast’s dedication and confidence grow.

Cast members spoke warmly of the friendships and growth the production fostered. Bailey valued performing for a live audience, Lauryn enjoyed bringing Mrs Jenkins to life, Siyoon was excited by his first big role, and Madison loved stepping outside her comfort zone as a witch.

This production would not have been possible without the support of our AISB community. We are incredibly proud of the confidence, collaboration and courage shown by our talented cast and crew. I look forward to our next school production in 2027 but for now we are preparing for our annual CAPA (Creative and Performing Arts) Festival.

If you’d like to read more about the show, please follow this link: https://www.australianisb.ac.th/post/the-witches-a-showcase-of-talent-from-our-secondary-drama-students

Ms Jane

Director / Secondary Drama Teacher Year 8 English: Exploring Dystopian Worlds

Year 8 English students have just wrapped up an exciting unit on dystopian fiction centred on The Hunger Games. Throughout the unit, students explored how dystopian stories reflect real issues in society. Together, we examined powerful themes such as the ethics of entertainment, power, and inequality, and discussed how these ideas connect not only to the world of the novel but also to our own society and different periods in history.

One of the highlights of the unit was a film comparison activity, where students analysed how key moments and themes were presented differently on screen. Students also took part in a lively “speed dating” discussion activity, moving around the room to share ideas, debate important elements of the story, and make connections between the book, the film, and real-world examples. The conversations were thoughtful, energetic, and full of insightful observations.

Students also explored the voices of the characters through creative writing by composing two-person read-aloud poems spoken from the perspectives of characters in the story. These performances highlighted the lyrical quality of spoken two-part poetry, as students experimented with rhythm, emotion, and contrasting viewpoints. It was wonderful to see how their performances brought the characters and themes to life in a powerful and expressive way.

Looking ahead, students are now preparing to become dystopian authors themselves. During the month of March, they will begin writing their own dystopian short stories, applying what they have learned about world-building, conflict, and theme. We are excited to see the imaginative and thought-provoking worlds they create.

Year 10 English: Breaking News and Big Debates

Year 10 English students have been bringing energy and creativity to their recent unit on news writing and persuasive speaking. Over the past few weeks, students have been learning how to write engaging news articles that hook the reader, present clear information, and follow the conventions of real journalism.

To make the task more exciting, students reported on a dramatic fictional story involving a teacher, Ms Salmon, who set off the school fire alarm in a fit of panic over an observation. Students stepped into the role of reporters, carefully crafting headlines, structuring their articles, and deciding how to present the events in a way that would capture readers’ attention while remaining informative and engaging. The classroom quickly filled with lively discussions about angles, tone, and how journalists shape a story.

Students have also been developing their persuasive speaking skills using AFOREST techniques—Alliteration, Facts, Opinions, Rhetorical Questions, Emotive Language, Statistics, and the Rule of Three. Their speeches tackled an interesting and highly debated question: Which is more beneficial for secondary students—sports or science? This sparked thoughtful arguments on both sides, with students using persuasive language and evidence to convince their audience.

It has been fantastic to see students grow in confidence as both writers and speakers, while also enjoying the creativity and debate that come with exploring different perspectives.

Year 11 Global Perspectives: Tackling Real-World Issues

Students in Year 11 Global Perspectives have been hard at work collaborating in teams to explore some of today’s most pressing global challenges. As part of their current project, each student has developed an individual solution to a global issue they are passionate about, and they have begun presenting their ideas to a feedback panel of teachers.

The issues students have chosen are both timely and thought-provoking. Topics range from industrial pollution and the urban heat island effect to addressing scam centers, which are now considered one of the most deadly and rapidly growing forms of online misinformation. Through their research and presentations, students are learning to connect classroom learning with real-world problems that affect communities worldwide.

The four-teacher feedback panel has been an important part of the preparation process. Teachers are supporting students by helping them refine their timing, delivery, and public speaking skills, while also encouraging them to focus on persuasive techniques and highlight the most impactful aspects of their arguments.

Next month, the Year 11 students will take the next exciting step in this process when their presentations are recorded in Kirribilli Hall in front of a live audience. This will be a wonderful opportunity for them to showcase their ideas, confidence, and communication skills. This live presentation will also be a meaningful opportunity to share their research and ideas with the wider student body, raising awareness about important global issues in an engaging and educational way.

It has been inspiring to see students engaging deeply with global issues and developing thoughtful, solution-focused perspectives. We look forward to seeing their final presentations come to life.

Year 11 Psychology

Our Year 11 Psychology students recently took part in a hands-on discovery lesson inspired by the Fagan elephant study from the Cambridge International AS Level Psychology syllabus.

To better understand how psychologists investigate learning and animal training, students worked in teams using toy elephants and model syringes to explore the most effective way to “train” elephants for a trunk-washing procedure. The purpose of training elephants for trunk washing is to safely and effectively test them for tuberculosis (TB) by enabling keepers and veterinarians to collect trunk samples in a calm, stress-free way. Through discussion, trial and error, and plenty of laughter, they applied key psychological concepts such as reinforcement, shaping, and observational learning.

The activity encouraged critical thinking, collaboration, and a deeper appreciation of how psychological research can have real-world applications — even in caring for elephants!

Upcoming Dates

Please take note of the following important dates:

6 March – Careers Fair, coordinated by the Student Council
9–13 March – Book Week in the High School
18–20 March – Years 7, 8 & 9 Camps (Students not attending camp are expected to attend school as usual.)
21–27 March – Harmony Week
27 March – International Food Fair (High School)
23 March – 3 April – A Level Mock Examinations (Years 11 & 12)
3 April – School Assembly
8 April – Swim Carnival at AISB
8 April – Interim Progress Reports issued (Years 7–10)
9 April – Songkran celebrations in the High School

STEAM Update

Written by Mr Gareth Openshaw, Head of STEAM

February was a productive month, with several projects wrapping up as we prepare for the next round of work. The STEAM department is currently busy organizing our upcoming Innovation Showcase, and we look forward to welcoming parents for hands-on workshops and a tour of our student work gallery.

Finally, please join us in wishing luck to our Minecraft Capture the Flag teams; they will be heading out for their first inter-school competition this Saturday, March 9.

Chess Player of the Month

We are delighted to share wonderful news from our recent Chess Player of the Month tournament.

Congratulations to Ko, who has been crowned our new Chess Player of the Month. An excellent achievement and well deserved.

In second place was Mako, followed by Yuki in third. All three students received medals in recognition of their strong performances and dedication to the game.

We are also thrilled to share that 22 students have already signed up for Chess Without Borders — an outstanding level of enthusiasm for the programme. After-school training sessions will begin on 5th March, and we look forward to seeing our players continue to grow in confidence and skill.

Our Chess Player of the Month photos are proudly displayed alongside the school trophies on the second floor of Clarendon. This tradition celebrates our students’ achievements and reflects the pride they feel in representing our school community.

Sports and ASA

Chess Update

We are delighted to see so many promising young chess players developing across both campuses.

In our ASA Beginners class, students learn chess through movement and song, helping them confidently remember the names of the pieces, their values, and most importantly how they move.

At this stage, we focus on building strong foundations, including piece movement, effective openings such as the king’s pawn, simple tactics like forks with the knight and rook, and understanding check and checkmate. We also emphasise respect for the game and for one another.

Our Intermediate group may be small, but both players perform at an impressive level. Lessons focus on advanced tactics followed by competitive match play to sharpen their skills.

Special News:Thirteen of our students recently competed at a major tournament hosted by Kings College, alongside more than 250 players from over 40 schools across Bangkok and beyond. We are proud to share that three AISB students placed in the top 10 of their divisions, with another finishing 12th — outstanding achievements in highly competitive fields.

John Chambers Chess Teacher – Soi 20 Campus

Sustainable Development Goals: Global Action, Local Impact

Do you know all 17 Sustainable Development Goals (SDGs)? Adopted by all United Nations Member States in 2015 as part of the 2030 Agenda for Sustainable Development, the SDGs provide a shared blueprint for peace, prosperity and environmental protection. They build on earlier global agreements, including the Millennium Development Goals, and call on every country, developed and developing, to act together.

The 17 SDGs are:

No Poverty
Zero Hunger
Good Health and Well-being
Quality Education
Gender Equality
Clean Water and Sanitation
Affordable and Clean Energy
Decent Work and Economic Growth
Industry, Innovation and Infrastructure
Reduced Inequalities
Sustainable Cities and Communities
Responsible Consumption and Production
Climate Action
Life Below Water
Life on Land
Peace, Justice and Strong Institutions
Partnerships for the Goals

In Thailand, these goals are particularly relevant. Climate change affects coastal communities and agriculture. Plastic pollution impacts marine ecosystems in the Gulf of Thailand and the Andaman Sea. Urban development raises questions about sustainable cities and air quality. At the same time, Thailand continues to make progress in healthcare, education access and renewable energy initiatives.

As a school community, we play an important role in building awareness and responsibility. Understanding the SDGs helps our students connect classroom learning to real-world challenges and opportunities.

What do we do?

SDGs integrated into learning: In HASS and Global Perspectives, students are provided with opportunities to explore inequality, sustainability and ethical leadership. In Science, students investigate renewable energy, water systems, and a variety of other ways human activity intersects with the natural environment.
Service learning projects: Service learning projects encourage students to partner with local charities, environmental groups or community organisations to support poverty reduction, education or conservation.
Environmental action: we strive to reduce single-use plastics on campus, promote recycling, and conduct energy audits. Where possible, we have plants to enhance our learning environments.
Student voice and leadership: we actively encourage Student Council initiatives linked to specific SDGs, such as fundraising for health causes or awareness campaigns about responsible consumption.
Household conversations: Families can discuss sustainable habits at home; reducing food waste, conserving water, choosing responsible products, and building more critical thinkers who can share their thoughts and opinions about our roles and responsibilities with confidence.

The SDGs remind us that global citizenship is not abstract. It is lived through daily choices, informed discussions and responsible action. By helping our young people understand the interconnected nature of these goals, we empower them to think critically, act ethically and contribute positively to Thailand and the wider world.

Together, as a diverse and globally minded community, we can ensure that our students are not only aware of the SDGs, but prepared to lead with purpose in shaping a more sustainable future.

Mark Pearce

Deputy Head of Primary

Head of Teaching and Learning

AISB Values & Service Learning Projects

Empowering Compassionate Young Leaders for Life

Through the Enrichment Programme, students in Years 4, 5 and 6 have been invited to be a part of our AISB Values and Learning Projects this year, which will run over the next 8-10 weeks.

Working collaboratively in multi-age groups, students will design and lead initiatives within one of four focus areas: sharing personal responsibility, strengthening our school community, contributing to our local community, or responding to a global challenge. These projects are intentionally designed to develop leadership, agency and a strong sense of shared responsibility as global citizens.

Connecting the UN’s Sustainable Development Goals as a global framework with our AISB core values - respect, integrity, community, personal best, global outlook and wellbeing - students begin to see how thoughtful local action in response to real-world challenges can contribute to meaningful change.

We look forward to sharing their learning with you.

Rebecca Hannan

Enrichment Programme Coordinator

Managing Screen Time: Supporting Children’s Wellbeing in a Digital World

Before children even start school, screens are already a big part of their lives. Australian research shows that many young children spend several hours a day using screen media, often exceeding recommended limits before formal learning begins. This early exposure is important, because habits formed in the early years often continue into later childhood and adolescence.

At AISB, we are committed to using technology purposefully and responsibly as a learning tool. Digital devices support collaboration, creativity, research, and the development of future-ready skills such as critical thinking and digital literacy. However, research consistently shows that how, when, and why screens are used matters far more than the technology itself. This makes the role of families in managing screen time at home especially important.

What the research tells us

Studies comparing digital and print learning have found that students often read faster on screens but understand less, particularly when reading longer or more complex texts. Comprehension, recall, and deep thinking are often stronger when reading from paper rather than screens, especially for sustained learning tasks. Excessive recreational screen use has also been linked to reduced sleep quality, increased anxiety, and challenges with attention and self-regulation.

The Australian Government’s 24-Hour Movement Guidelines recommend:

No screen time for children under 2
No more than 1 hour per day for ages 2–5
No more than 2 hours per day of recreational screen time for children and adolescents aged 5–17

Importantly, these limits do not include school-related learning, reinforcing the need for clear boundaries between learning and leisure.

AISB’s approach to technology

At school, technology is used with clear learning intent - to enhance understanding, not replace it. Teachers deliberately balance screen-based tasks with hands-on learning, discussion, physical activity, reading from books, and creative play. This aligns with best practice and supports student wellbeing, engagement, and deep learning.

At home families play the most influential role in shaping healthy digital habits.

Practical strategies for families

Parents/carers can support balanced screen use by:

Setting clear daily limits for recreational screen time
Keeping bedrooms screen-free, especially at night
Establishing screen-free routines (mealtimes, the hour before bed)
Encouraging alternatives such as reading, outdoor play, board games, and creative hobbies
Talking openly with children about online safety, advertising, and social media pressures
Technology-free days, e.g. No TV Tuesday
Modelling healthy habits, children notice adult screen use too

Helpful Australian resources for families

Raising Children Network: evidence-based parenting advicehttps://raisingchildren.net.au
eSafety Commissioner (Australia): online safety and social media guidancehttps://www.esafety.gov.au
Australian Government 24-Hour Movement Guidelineshttps://www.health.gov.au

A shared responsibility

While schools can model best practice during the day, screen time at home is ultimately a family responsibility. When home and school work together, children benefit from better sleep, stronger relationships, improved focus, and healthier wellbeing.

By setting thoughtful boundaries and making intentional choices, families help ensure technology remains a tool for learning and connection - not a barrier to it.

Mark Pearce

Deputy Head of Primary

Head of Teaching and Learning

EAL

From an EAL standpoint, screen time can be both a powerful support and a potential obstacle to language development. When used intentionally, digital platforms provide rich exposure to authentic language through videos, audiobooks, interactive reading tools, and real-time communication with speakers around the world. These resources can strengthen listening skills, vocabulary acquisition, pronunciation, and confidence, especially when paired with guided instruction.

However, excessive or passive screen use may limit meaningful face-to-face interaction, which is essential for developing conversational fluency, social language, and pragmatic skills. Over reliance on translation tools can also reduce opportunities for productive struggle and deeper language processing. Ultimately, screen time is most beneficial for EAL learners when it is structured, purposeful, and balanced with active speaking, collaborative tasks, and real-world communication experiences.

Mr. Timothy Dickens

Head of EAL

That's all for this month!

We hope you enjoyed this month's newsletter. If you have any feedback or news you'd like to share for our next newsletter, please send us an email at enquiries@australianisb.ac.th.