Monthly Newsletter - May 2026
- AISB News
- Jun 1
- 17 min read
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Our Director's Update
Dear Parents and Friends,
As we approach the end of another successful academic year, it has been wonderful to reflect on the many achievements, celebrations, and learning experiences that have taken place across AISB.
This month, our community has come together to celebrate student performances, academic accomplishments, and outstanding achievements both inside and outside the classroom. I am particularly proud of our students' success in chess competitions and the remarkable achievements of our Primary and High School eSports teams, whose results on the global stage reflect the dedication, talent, and perseverance of our learners.
It has also been pleasing to see students confidently preparing for important transitions as they move into new year levels and stages of their educational journey.
These experiences reflect our commitment to empowering compassionate young leaders for life and highlight the values of wellbeing, respect, community, and personal best that are evident throughout our school.
Thank you for your continued support and partnership throughout the year. Together, we continue to create a vibrant learning community where every student is encouraged to learn, grow, and thrive.
Warm regards,
Henri Bemelmans
Director
Early Years Update
Written by Sheridan Musto, Head of Early Years and Soi 20 Campus
As we move towards the end of another busy and exciting month, it has been wonderful reflecting on the many learning experiences, celebrations, performances, and community events taking place across our campus.
One initiative that is becoming increasingly embedded into our monthly routines is our Paper-Free Day. It has been fantastic seeing classrooms prioritising hands-on learning, loose parts play, sensory experiences, outdoor learning, collaborative projects, and open-ended creativity rather than relying on worksheets or printed activities. We would also like to sincerely thank our families for the continued donations of recycled materials and loose parts for classrooms. These resources play a huge role in supporting creativity, sustainability, engineering, construction, and imaginative play experiences for our children - please keep them coming!
This month we also celebrated Aussie Mother’s Day through our special “Cupcakes with Mum” events across the campus. It was lovely welcoming mums and special adults into classrooms to share this meaningful experience together. These moments are always such a wonderful reminder of the strong sense of community and partnership we value so highly within Early Years. Thank you to all families who joined us and helped make the celebrations so special for our children.
We also recently began our PreK2 to Foundation transition experiences for students moving into their first formal year of primary school. During these sessions, students participated in a Foundation classroom lesson and a PE lesson, giving them opportunities to experience new routines, expectations, learning environments, and specialist teachers. These transition experiences play an important role in helping children build confidence, familiarity, and excitement as they prepare for the move into Foundation next year.
Our Foundation students recently proudly performed their end-of-year production, Croak!, while our Year 1 students wowed audiences with their energetic and creative performance of Mega Mighty Minibeasts. We were incredibly proud of the confidence, teamwork, creativity, resilience, and joy demonstrated by all students throughout rehearsals and performances. Concerts such as these provide children with opportunities to develop public speaking skills, stage confidence, collaboration, musicality, and a strong sense of belonging within their school community.
Alongside these exciting events, classrooms have continued focusing on:
social and emotional development through Kimochis and wellbeing learning experiences
early literacy and phonological awareness development
play-based inquiry learning
strengthening independence and self-help skills
transition preparation for students moving into new year levels next year
building positive relationships, resilience, and confidence across all age groups
Thank you, as always, for your continued partnership, support, and involvement within our Soi 20 community. We are so proud of the growth, learning, and development we continue seeing in our students each and every day.
Primary Update
Written by Hannah Carew, Head of Primary
What a wonderful way to end the school year. May has provided many opportunities for the AISB community to come together, celebrate, and enjoy our time as a school community.
On the Primary Campus, we celebrated Australian Mother's Day, recognising all the mothers and important caregivers in our lives who nurture, support, and care for us each day. We thank all our mothers and caregivers for the love, guidance, and encouragement they provide to their children every day.
Our classes were also been busy preparing for the end-of-year concerts. By the time this newsletter reaches home, Foundation, Year 1, Year 2, and Years 5 and 6 will have performed their shows in spectacular style. We are incredibly proud of all our students. Their confidence, performance skills, and support for one another have been wonderful to witness.
Next month, we look forward to enjoying the Year 3 and Year 4 performances. Knowing the dedication and enthusiasm of these students and staff, we are certain their shows will be just as spectacular.
June brings the AISB 2026-2027 school year to a close, with all students finishing on 12 June 2026. As we reach the end of another successful year, I would like to thank the entire AISB community for your ongoing support and confidence in our school. As an AISB teaching team, we are committed to ensuring every child is supported to achieve success in their chosen endeavours and to grow as compassionate young leaders for life.
As the school year draws to a close, please take the time to review your child’s homeroom newsletter for the latest information regarding class activities, end-of-year events, and important school notices. We look forward to celebrating these final weeks together.
I wish all our students, families, and staff a safe, happy, and restful summer break. We look forward to welcoming everyone back to campus in August for another exciting year of learning and growth.
Secondary Update
Written by Michael Bryce, Head of Secondary
As we approach the end of another successful academic year, we look forward to several important events that celebrate the achievements of our students and bring our community together.
Upcoming Events
10 June – Academic Awards Ceremony (1:00 pm)
Celebrating student achievement and recognising academic excellence.
The ceremony will be live-streamed, with details shared with families.
11 June – Year 12 Graduation Ceremony (1:00 pm)
A special milestone marking the completion of our graduates' secondary education.
All students are encouraged to attend and experience this important occasion.
12 June – Final Day of School (Half Day)
School concludes at 12:30 pm.
Students will enjoy homeroom activities, friendly games, and a farewell assembly.
These events represent some of the highlights of the school year and provide an opportunity to celebrate the hard work, growth, and accomplishments of our students.
As this school year comes to a close, I also find myself reflecting on my own journey. The past three years as Head of School have been both rewarding and memorable. Working alongside our students, families, and staff has been a privilege, and I have greatly enjoyed being part of this vibrant community.
Having begun my teaching career in the 1970s, I have had the opportunity to see thousands of young people grow, learn, and move forward into adulthood. Every generation has faced its own challenges. Today, one of the greatest challenges facing young people is the influence of excessive screen time and social media. While technology offers many benefits, it can also distract from the real-world experiences that help shape character, independence, and sound decision-making.
There is a rich and rewarding world beyond the screen. Encourage your children to explore it. Provide opportunities for genuine experiences, meaningful conversations, and personal discovery. These are the moments that help young people develop confidence, resilience, and a strong sense of self.
As we begin the summer break, I would like to thank all members of the AISB community for your support and partnership throughout the year. I wish our students, families, and staff a safe, restful, and enjoyable holiday, and I wish everyone the very best for the future.
Student Council Update
The Secondary Student Council is excited to announce the End of Year Dance taking place on the 10th of June from 6:00pm to 9:10pm. This year’s theme is Enchanted Forest, and we are looking forward to celebrating one final evening event with our learners before the school year comes to an end.
In addition, Student Council elections for the 2026/27 academic year will be held on the 8th of June, with campaign speeches for Years 7–9 taking place on the 5th of June. The successful candidates will be announced during the final assembly on the 10th of June.
We will also be hosting a Crazy Sock Day on the 5th of June to raise awareness for mental health among health professionals, so we encourage everyone to come to school wearing the craziest socks they can find in support of this important cause.
Year 9 Historians Journey Back in Time at Nithas Rattanakosin!
On Wednesday, May 13, our Year 9 Native Thai students embarked on an immersive and enriching cultural field trip to the Nithas Rattanakosin Exhibition Hall. The trip aimed to deepen their understanding of Thai history, arts, and traditions through state-of-the-art interactive multimedia displays.
Upon arrival, students were divided into two groups to explore Route 1 and Route 2. Led by the museum's expert guides, our young historians journeyed through beautifully curated themed rooms. They experienced everything from a stunning 4D cinema showcasing the founding of Bangkok to grand displays of Royal ceremonies, traditional Khon masks, architectural marvels and Royal duties.
The students demonstrated engagement and curiosity throughout the day. They actively took notes, asked insightful questions, and connected their classroom learning with the tangible history displayed before them.
Through these innovative and modern media displays, students had a wonderful opportunity to learn about traditional Thai arts and rich history. This included gaining insights into the fascinating origins of Bangkok, discovering the great royal duties of Kings Rama I to Rama X, and exploring the unique, captivating ways of life of the Thai people.
We are incredibly proud of our Year 9 students for representing our school with excellent manners, respect, and enthusiasm. This trip was not just a day out of the classroom, but a valuable experience that brought Thai history to life and inspired a deeper appreciation for their cultural heritage.
STEAM Update
Written by Mr Gareth Openshaw, Head of STEAM
As we quickly approach the end of the school year, we have some absolutely amazing news to share regarding our competitive teams.
At AISB, we have two eSports teams: one in Primary School and one in High School. All year, both teams have been competing in the same worldwide league, meaning our primary students were facing off against competitors of all ages, including high schoolers.
The final global results are just in, and they are incredible:
High School Team: 1st place in the Asia region | 2nd place worldwide 🏆
Primary School Team: 3rd place in the Asia region | 5th place worldwide 🏆
To finish this high in a global league is a truly outstanding result, especially considering this was the very first time competing at this level for the vast majority of these students.
Please join us in sending a massive congratulations to all the student competitors, and to their coach Mr. Gregory, on a historic achievement! Let’s aim even higher next year!
Sports and ASA
Our Outside of School Hours Care (OSHC) programme provides children with a safe, nurturing, and engaging environment beyond the school day, where they can continue to learn, connect, and explore at their own pace.
While OSHC is not as structured as the school day, the experiences are thoughtfully planned and guided to support children’s ongoing development in a more relaxed and enjoyable way. The focus is on play-based learning, where children feel comfortable, confident, and motivated to engage through choice and interest.
Each week, our programme is designed around a theme, allowing children to explore ideas across a range of learning areas. For example, in our recent theme “Our Favourite Books,” children participated in storytime sessions, creative arts, role play, sensory exploration, and outdoor activities inspired by familiar stories such as The Colour Monster, Brown Bear, Brown Bear, Dear Zoo, and The Gruffalo.
Through these experiences, children develop skills across key areas:
Social and emotional development through collaborative play, role play, and expressing feelings
Communication and language through storytelling, discussion, and shared reading
Physical development through outdoor play, obstacle courses, and fine motor activities such as cutting, beading, and painting
Cognitive skills through problem-solving, sequencing, and early numeracy experiences
Children also enjoy a balance of indoor and outdoor play, with opportunities for movement, exploration, and creativity. Snack time provides a moment to rest, refuel, and engage socially with peers in a calm setting.
Our OSHC programme aligns with the Early Years Learning Framework (EYLF), supporting children to develop a strong sense of identity, wellbeing, confidence, and communication skills. Most importantly, it offers a space where children can unwind after the school day while still engaging in meaningful and enriching experiences.
Chess Success at AISB
Chess continues to be a valuable part of learning at AISB. Foundation students and Year 1 learners are introduced to chess each week, developing concentration, strategic thinking, and problem-solving skills. For those eager to take their skills further, our Chess Ladder provides a friendly and competitive environment to prepare for larger tournaments.
Recently, a group of AISB students competed in a tournament at NIST and achieved some excellent results. Congratulations to Axyl from the Soi 31 Campus, who placed 2nd in the Under 8 division, and Aaron from the Soi 20 Campus, who finished 6th in the Under 7 division, narrowly missing a medal.
We were also proud to have 18 additional students representing both campuses, all of whom demonstrated determination, sportsmanship, and resilience throughout the competition.
Success in chess requires focus, patience, and concentration, qualities that our AISB learners continue to demonstrate both on and off the chessboard.
Global Citizenship at AISB
Over the last year we have been revising and working towards the development of a shared definition of Global Citizenship. Students, staff and our wider community were invited to share ideas and understandings of what Global Citizenship means to them, and what it will mean for AISB.
Staff across the school participated in various professional learning opportunities to collaborate on this project. Using feedback through surveys, the work of UNESCO (United Nations Educational, Scientific and Cultural Organisation), OXFAM (Oxford Committee for Famine Relief), and the United Nations’ Sustainable Development Goals (SDGs) we have revised our existing understanding and now have a working definition of Global Citizenship at AISB.
Thank you to everyone involved in this, your support and contributions demonstrate not only our shared values but our aspirations to work together as a community to create a more just and secure future.
AISB Definition of Global Citizenship
At Australian International School Bangkok (AISB), Global Citizenship is a whole-school commitment to developing learners who understand their place in an interconnected world and act with empathy, integrity, and responsibility to improve it. It reflects our AISB value of Global Outlook, our Strategic Pillar of Compassionate Citizens, and our purpose: to empower compassionate young leaders for life — cultivating individuals who are knowledgeable, empathetic, innovative, and globally aware.
Aligned with ACARA v9.0 General Capabilities, particularly Intercultural Understanding, Global Citizenship at AISB develops students through a structured learning continuum across three interrelated elements:
1. Knowledge and Understanding
Students explore global systems, cultures, identities, human rights, sustainability, and the United Nations Sustainable Development Goals (SDGs). They examine interdependence, power, equity, and environmental responsibility, recognising how local and global issues are connected.
2. Skills
Students develop critical and creative thinking, intercultural communication, collaboration, ethical decision-making, and reflective inquiry. Through authentic contexts and service learning, they practise problem-solving, perspective-taking, leadership, and informed action.
3. Values and Attitudes
Students cultivate respect, empathy, inclusion, fairness, responsibility, and a commitment to sustainability. They develop a sense of belonging, global awareness, and belief in their capacity to contribute positively.
At AISB, Global Citizenship is expressed through four core dimensions of our Global Citizenship framework, integral to our shared school values.
How we treat people: respect, empathy, inclusion, integrity
How we view the world: open-mindedness, cultural awareness, curiosity
How we act: responsibility, sustainability, collaboration, fairness
How we see ourselves: belonging, global awareness, connection
Global Citizenship is strengthened through student agency and service learning. Students are empowered to ask questions, evaluate evidence, and lead meaningful action connected to curriculum and community need. Service learning at AISB moves beyond charity; it is inquiry-driven, reflective, and aligned to real-world impact and the SDGs.
Through our AISB High Quality Skills and Competencies – Global Citizenship, learning is embedded across subjects, year levels, leadership structures, and community partnerships. It is not a standalone program, but a lived experience shaping relationships, decision-making, and school culture.
Global Citizenship at AISB prepares learners not only for academic success, but to engage thoughtfully, lead compassionately, and contribute ethically to a more peaceful, equitable, and sustainable world.
What this means for students
Students are supported to become active, informed and compassionate participants in the world.
They learn to:
understand different perspectives and cultures
make thoughtful, ethical decisions
take meaningful action in response to real-world issues
Students are encouraged to see themselves as capable of making a difference, both within the school community and beyond.
What this means for educators
At AISB, educators intentionally embed Global Citizenship across teaching and learning by:
creating authentic, inquiry-based learning experiences
modelling empathy, respect, and intercultural understanding
supporting students to think critically and act responsibly
Educators work collaboratively to ensure Global Citizenship is integrated across curriculum areas, encouraging both academic and personal growth.
What this means for our community
At AISB, Global Citizenship is a shared commitment between school and families. As a community, we:
value diversity and promote inclusion
encourage respectful relationships and open-minded thinking
support students to engage with local and global issues
Together, we create a culture where compassion, responsibility and global awareness are lived every day.
Mark Pearce
Deputy Head of Primary
Head of Teaching and Learning
Year Level Transition: Navigating Changes and Encouraging Positive Growth
What an exciting time of the year we are approaching. The end of the academic calendar is on the horizon and with it comes the joy of the summer holi-yays. Time with friends and family, trips out and about, travel and rest. This time of year also brings change. And change can make us feel unsure, nervous, even a little worried about what might happen next as we leave familiar friends and teachers and look towards new ones in 2026/27.
Transitioning to a new year level is a significant milestone in a young person’s life. It brings about various changes, including shifts in friendships, new teachers, cognitive growth, and emotional development. This period can be both exciting and challenging for both children and parents. Understanding the transition process and offering appropriate support can help children embrace the changes and thrive in their new environment.
Here at AISB our process involves the following steps:
Notice to families that class allocations will begin by the end of the academic year – received by families in May.
Inviting families to provide any information to the Head of Primary that may be considered for class placement.
Year level consideration and class design based on a number of factors including:
Gender
Nationalities
Academic abilities
Student behaviours
EAL level
Learning Support needs
Making sure students move to next year’s class with peers in their current class
Families are notified of their child’s class allocation at the commencement of the new academic year.
As educators we are experts in the learning and progress of our young people. We work with our students every day and understand individual strengths, and areas for development. Friendships are an important consideration when placing students in new classes, both as an opportunity to feel connected to known peers, and as a chance to make new friends and enjoy a ‘reset’ from others.
At AISB we invite families to provide any details that may help us support the placement of their child for the next academic year. The provision of this information is valuable, and while we may not always be able to grant individual requests, these do support the process involved.
What we might expect during transition
Changes to Friendships:
Year level transitions often lead to changes in social dynamics. Children may find themselves in different classes, separated from close friends, or forming new bonds with classmates they did not interact with previously. While some children adapt well to these changes, others might feel anxious or even lonely. Parents should listen attentively to their child's feelings and experiences during this time, offering comfort and encouragement.
Each year level regularly engages in collaborative learning as an opportunity for all students to familiarise themselves with their year group. Playtimes, whole year level activities and social activities outside of school provided opportunities for students to remain connected with existing friends and strengthen new relationships. A focus on the classroom as a collaborative learning space may help distinguish between when we work with others to learn, and when we play and chat with our favourite friends.
New Friendships: Transitioning to a new year level provides children with opportunities to form new friendships and broaden their social circles. Encouraging open-mindedness and providing opportunities for social interaction can help children develop new relationships. Parents can arrange playdates or extracurricular activities to foster these connections.
New Teachers: We all remember a favourite teacher, or someone we are already familiar with as a result of previous interactions with an older child. Each student is an individual and each student creates their own, unique relationship with their teacher. New teachers can be a source of both excitement and apprehension. Parents can support their children by discussing the positive aspects of having a new teacher, such as the chance to learn different teaching styles and gaining fresh perspectives. Reinforcing the idea that change is a natural part of life can help ease their concerns.
Cognitive Growth and Emotional Development: Year level transitions often coincide with periods of significant cognitive growth and emotional development. Children are exposed to more complex subjects and challenges that contribute to their intellectual and emotional maturity. Parents should encourage their children to embrace new learning opportunities and provide guidance when necessary.
What Parents Can Do to Support Transition
Open Communication: Maintain open and honest communication with your child about their feelings and experiences. Listen actively and validate their emotions, reassuring them that it's normal to feel a mix of excitement and nervousness during transitions.
Familiarisation: If possible, visit the new classroom before the transition either after school one day or during our staff week at the commencement of Term 1. Familiarity can reduce anxiety and help children feel more at ease in their new environment. Many of our Teams are already working with some of young people who may require additional support with the transitioning process.
Parents and carers are encouraged to meet their new class teacher. Arrive with your student, introduce yourself to your class teacher. Pop in at the end of the day for a quick chat. Getting to know our educators is an important part of building our community and connection as partners in the learning and development of our young people.
Routine and Structure: Consistency is essential during times of change. Stick to regular routines at home to provide a sense of stability for your child. Ensuring we arrive on time for the first few days of the new school year can help reduce the stress of being the last one into a new classroom.
Encouragement: Praise your child for their resilience and efforts during the transition. Recognise their achievements, no matter how small, and provide positive reinforcement.
Growth mindset: No one is a stranger here, just a friend we have not yet met. A growth mindset and a little grit and resilience can go along way when transitioning into anything new and unfamiliar. Share a personal experience of your own, a time when you have felt unsure and the things you did to help yourself get through it. Recognising the big feelings of our little people is a good first step in building a growth mindset.
Empower Independence: Encourage your child to take ownership of their school supplies and responsibilities. This empowerment fosters confidence and a sense of control over their environment.
Research indicates that successful transitions contribute to positive academic and social outcomes. Supportive home environments during transitions are linked to better emotional well-being and improved academic performance. The support and positive encouragement of parents and carers in the transition process can help children navigate the changes more effectively.
How to Talk to Your Children About Transition:
Be Empathetic: Show understanding and empathy for their emotions, acknowledging that transitions can be challenging.
Be Positive: Highlight the positive aspects of the transition, such as making new friends and exploring exciting subjects.
Answer Questions: Address any concerns your child may have by answering their questions honestly and age-appropriately.
Encourage Expression: Encourage your child to express their feelings and thoughts about the transition through writing, drawing, or talking.
The exciting opportunities transition provides for our students is a far cry from my one teacher school out in Jericho. Like the rising of the sun Miss French, the protagonist of many of my most referenced stories led our one-teacher-all-ages-classroom…year in…year out.
How fortunate we are that here at AISB we are afforded the opportunity for transition to allow for new friendships, new teachers, academic and emotional development. The vital role you as parents and carers play in supporting our children during this time by communicating openly, fostering independence, encouraging resilience, and offering reassurance will ensure we embrace the positives and acknowledge the challenges, so our children thrive and look forward to the new school year.
Mr Mark Pearce
Deputy Head of Primary
Head of Teaching and Learning
English as an Additional Language (EAL)
As we approach the end of another successful school year, many of our EAL learners are preparing for the exciting transition into a new year level. For students learning English as an Additional Language, these changes can bring a mix of emotions, including excitement, uncertainty, and nervousness as they move toward new classrooms, teachers, friendships, and academic expectations.
Transition periods are important opportunities for students to continue developing their language confidence, independence, and social communication skills within a supportive environment. At AISB, careful consideration is given to each child’s academic progress, English language proficiency, friendships, and wellbeing to help ensure positive and balanced class placements.
During the holiday break, families can support English language development through simple and enjoyable activities such as keeping a daily reading journal, practicing sight words, writing short holiday diaries, labeling household objects in English, listening to English language audiobooks, or encouraging conversations about daily experiences in English. Students can also stay engaged by visiting libraries, playing word games, watching age-appropriate English programs with subtitles, or creating picture stories about their holidays.
These small but consistent activities help maintain language growth, build confidence, and prepare students for a successful start to the new academic year. By working together as a school community, we can help our EAL learners embrace new challenges, strengthen their communication skills, and continue thriving both academically and socially.
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.
