Australian curriculum in Years 7–8. Cambridge IGCSE and A Levels. Personalised university guidance and preparation. Secondary School: Image Secondary School at Australian International School Bangkok Australian breadth. Cambridge depth. Secondary at the Australian International School Bangkok offers programs for students in Year 7 to Year 12 at our Sukhumvit Soi 31 campus. Students build broad foundations through an Australian-style education in Years 7 and 8, then move into internationally recognised Cambridge IGCSE and A Level qualifications that open doors to global and local universities. As a boutique school, every Secondary student is known individually by their teachers, leaders and pastoral staff. Smaller classes mean teachers notice early when a student needs extra support or more challenge, and every student has a real chance to lead, perform and make a team. Secondary School: About Us Secondary School: About Us Curriculum and Approach AISB offers a distinctive Australian to British Cambridge pathway. Years 7 and 8 combine the Australian Curriculum with selected Cambridge components, giving students the breadth to discover their strengths before they specialise. S tudents then study Cambridge IGCSE in Years 9 and 10 and Cambridge AS and A Levels in Years 11 and 12. Along the way, learning goes beyond exam preparation. Cambridge Global Perspectives, STEAM, robotics, AI literacy and entrepreneurship build critical thinking and real-world problem-solving. Teachers track each student's progress closely, stretching those ready for more and providing targeted support, including English as an Additional Language (EAL), for those who need it. Enquire Now Exceptional Results In 2026, AISB students achieved: • 99.6% overall IGCSE pass rate • 40% of IGCSE grades at A*–A • 86% of IGCSE grades at A*–C University guidance starts long before applications. Teachers and university counsellors help each student connect their strengths and goals to subject choices, courses and careers, with individual support through every step of the application process. Our focus is on every student reaching their own first-choice university. Recent AISB graduates have progressed to the University of Glasgow, the University of Brighton, UWE Bristol, Thammasat University and Mahidol University. Why Secondary at AISB? Academic Ambition AISB's Secondary pathway is purposefully designed to build year on year: an Australian–Cambridge foundation in Years 7 and 8, Cambridge IGCSE in Years 9 and 10, and Cambridge AS and A Levels in Years 11 and 12. Cambridge Global Perspectives, taught from Year 9 to Year 11, develops the research, reasoning and evaluation skills universities value. Our teachers are qualified and registered in countries such as Australia, the UK and New Zealand, and in 2026 our students achieved a 99.6% overall IGCSE pass rate. Personalised Progress At AISB, teachers look beyond grades. Each student's progress is tracked using baseline data, assessments, teacher observations, attendance and pastoral information, so teachers can see the whole picture. Students ready for more are stretched through depth, complexity and independent learning, while a tiered model of support provides small-group or individual help where it is needed. EAL support is built into mainstream lessons, and every key transition, into Year 7, into IGCSE and into A Levels, is supported through orientation, mentoring and regular check-ins. The Australian Balance AISB gives students breadth before specialisation. Alongside their academic subjects, students build robots, learn to code, explore how artificial intelligence works and how to use it responsibly, and develop entrepreneurial ideas through design thinking. Performances, showcases, music, sport, competitions, After-School Activities, excursions and field trips keep students curious and well-rounded as their studies become more focused. A Place to Belong AISB's boutique Secondary means every student is known by their teachers, leaders and pastoral staff. Opportunities are not reserved for a select few: more students make a team, take a lead role on stage or hold a leadership position through the Student Council, the House System and the Eco School programme. With classmates from 58 nationalities, students tell us they feel known, safe and welcomed, and families stay closely connected with teachers throughout the Secondary years. Empowered for Life Positive Education is built into AISB's daily timetable, with teacher-led sessions on resilience, goal setting, positive psychology, respectful relationships and online safety. In Years 7 and 8, the Komodo wellbeing platform helps staff notice when a student may need a check-in. Students also practise the life skills that set them apart at university and work, including peer mentoring, negotiation, presenting and professional communication. Secondary School: About Us Curriculum Year 7 & 8 Australian Curriculum & Cambridge Lower Secondary Years 7 and 8 follow AISB's own purposefully designed curriculum, combining the breadth and flexibility of the Australian Curriculum with selected Cambridge components. Students study a wide range of subjects, including STEAM, robotics, digital technologies and inquiry projects, so they can discover their strengths before choosing IGCSE subjects. These years are about building the habits of a successful Secondary learner: independence, organisation, critical thinking and confidence working with several specialist teachers. Students joining from AISB Primary arrive already known, with a detailed handover of their learning and support needs, and many have met Secondary teachers and students through experience days and Writers' Workshops led by Year 8 students. New students are welcomed through orientation, mentoring and regular check-ins, and the Komodo wellbeing platform helps staff notice early if anyone needs extra support. Year 9 & 10 Cambridge International General Certificate of Secondary Education (IGCSE) In Year 9, students begin the Cambridge IGCSE, the world's most popular international qualification for 14 to 16 year olds, recognised by universities and employers worldwide. IGCSE is a two-year course, with external exams at the end of Year 10. Depending on the subject, assessment can include written exams, oral, coursework and practical components, giving students different ways to show what they know. Many subjects offer Core and Extended options, so each student can be entered at the level that suits them best, with teachers and families deciding together. Cambridge Global Perspectives runs alongside students' IGCSE subjects, developing research, collaboration and the ability to evaluate different viewpoints. Students receive guidance on subject choices, regular feedback on their progress, and targeted support or extension where needed. Year 11 & 12 Cambridge AS & A-Levels In Years 11 and 12, students study Cambridge International AS and A Levels, one of the most widely recognised university entrance qualifications in the world. Students focus on the subjects that matter most for their chosen university course, studying each in real depth. Lessons shift towards independent research, extended writing, analysis and problem-solving, and students take greater ownership of their study and time management, the skills universities expect from day one. Cambridge Global Perspectives continues into Year 11. The move from IGCSE to A Levels is a significant step, so AISB gives it focused attention: careful subject guidance before students choose, and close monitoring and check-ins in the first months of Year 11. Small classes mean teachers know exactly where each student is and adjust challenge and support accordingly. Senior students also take on leadership roles across the school and continue Positive Education, and they graduate at the end of Year 12 with internationally recognised qualifications. University Preparation A Unique Opportunity to Prepare for University At AISB, university preparation starts well before Year 12. From the first IGCSE subject choices, teachers help students understand their strengths, interests and aspirations, and how these connect to A Level subjects, university courses and careers. Career fairs and personalised counselling let students explore different professions and possibilities before they have to make big decisions. Because AISB is a boutique school, guidance is genuinely individual: teachers, advisors and university counsellors know each student well, rather than working through a one-size-fits-all process. In Years 11 and 12, students receive one-to-one support researching universities in different countries, understanding entry requirements, choosing courses and preparing strong applications. Leadership through the Student Council, the House System and the Eco School programme, along with performances, competitions and entrepreneurship projects, gives students real experiences to draw on in their applications. Our focus is on every student reaching their own first-choice university, and recent AISB graduates have progressed to the University of Glasgow, the University of Brighton, UWE Bristol, Thammasat University and Mahidol University. Beyond The Classroom Sports, Music, Drama & Performances At AISB, what happens outside lessons matters as much as what happens in them. Secondary students compete in sport, perform in music and drama, and present their work at showcases and school events throughout the year. A varied After-School Activities programme lets students follow existing passions and try something new. As a boutique school, these opportunities are open to everyone: more students make a team, take a lead role on stage and represent the school in competitions, building confidence, teamwork and the commitment that comes from working towards a shared goal. Health & Wellbeing Student wellbeing sits at the heart of AISB Secondary. Positive Education is part of the daily timetable, giving students regular, teacher-led time to explore resilience, goal setting, positive psychology, respectful relationships and staying safe online, supported by approaches such as mindfulness and optimism. Physical wellbeing is developed through PE, sport and an active school life. In Years 7 and 8, the Komodo wellbeing platform helps staff notice early when a student may need a check-in, and because our community is small, teachers and pastoral staff know students well and work closely with families to provide timely, personal support. Residential Trips & Real-World Learning Every year, students in Years 7, 8 and 9 head off on three-day residential camps across Thailand. Recent camps have taken Year 7 to Ratchaburi to explore caves, hike and visit waterfalls, Year 8 to Khao Yai, and Year 9 to Rayong for kayaking and coastal exploration. Learning also extends into real-world competition: AISB students have won Best Position Paper awards at Model United Nations conferences, including Best Overall Position Paper across an entire conference hosted by King Mongkut's International Demonstration School, and have competed in robotics challenges, the World Mathematics Championship and the International Biology Competition, where an AISB student was named 2024 World Champion. Secondary School: Activities

Swimming Squads At AISB we have Swimming Squads for the students who want to extend their swimming skills and also wish to represent the school in swimming competitions. Training: Training sessions are held from 15:00 to 16.00, members of the Advanced Squads may choose 06.15 to 07.15, from Monday – Thursday. In each session, training sets focus on a particular stroke each week. Club Races: An additional session called “Club Races” is run on Fridays 15:00 – 16:30, where students will get an opportunity to race other students within the squad. These races provide a chance for the students to practice their 25 and 50m swims with recorded times each week, so they can work on achieving their Personal Best times. Prerequisites for participation in the squads are: Attendance: Students must have a record of attending their regular class swimming lesson during the week. Attitude: Students must have a record of trying their best and have a great attitude to swim classes. Uniform: Students must wear the school swimming costume and a swimming cap to their training sessions and competitions. We will also be swimming against other schools in Swimming Gala Competitions. Sport Clubs and Academies: About Us AISB FOOTBALL ACADEMY At AISB we are extremely proud to start the AISB Football Academy in School Year 2020-2021. We look forward to continuing our progress with the development of opportunities for our students to be professionally coached and supported in the great international sport of soccer. In this first year of the Academy, we are establishing a strong foundation of football in the school, where our students will learn and develop football and team skills under the guidance of a professional coach. The academy is designed to develop individual skills during twice weekly training sessions, with friendly fixtures and tournaments throughout the year to build on team spirit. The Coach The AISB Academy is coached by Mr. Nuno Mourinho. Nuno 24 is from Portugal. He holds a Union of European Football Associations (UEFA) C license. For the past years Nuno has coached and managed teams such as ADCR Pereira women U17 and U19. He obtained various titles from different tournaments. He is also a certified data and match analyst. This qualifications and qualities will guide and nurture our future football players. The Structure of the Academy The Academy is split into genders, with each gender having an U9 and U11 category. All age groups train twice a week with regular fixtures and tournaments throughout the year. Tournaments AISB teams will be invited to at least 6 tournaments throughout the year that will take place in Bangkok. Weekend Football During the school year there will be several Sunday fixtures planned against local Thai academies. This will give our students an excellent opportunity to put into practice what they have learnt during training. What is the cost? The cost per session is similar to regular activities conducted by outside providers. Each term varies in price depending on the number of weeks in that term. Schedule Training times take place either from 3:00-4:00pm, on weekdays. Sport Clubs and Academies: About Us

AISB Leadership Team At AISB, our school leaders set the tone for an inspiring, supportive, and innovative learning environment. With a clear vision and a deep commitment to our values, they guide both students and teachers to thrive academically, socially, and personally. Director's Welcome Henri Bemelmans - AISB School Director On behalf of the community of the Australian International School of Bangkok, I welcome you to our school. Our school community of staff, students and families come from many different parts of the world. In any one year the student population will have students from more than 50 nationalities. The happy, purposeful, learning atmosphere of the school is generated by the work of dedicated, professionally qualified teachers, supported by a team of Teacher Assistants, nannies, administration and ancillary staff, all united in the cause of helping our students to achieve their personal best in all areas of learning. Our School Leaders Our school leadership team comprises highly qualified, experienced educators and leaders who are committed to nurturing every student and supporting a caring, student-centered school community Director Henri Bemelmans With 40 years in education, including significant experience in international schools in Indonesia as a Principal or Head of School, my background spans science, mathematics, and IT. I began my teaching career in schools in Melbourne and later pursued postgraduate studies in Information Systems, also working as a systems analyst and programmer. I believe that student impact should guide all school leadership decisions, focusing on promoting wellbeing and creating a nurturing learning environment. Head of Early Years Sheridan Musto As an Early Years Leader, I am deeply passionate about providing high-quality education and care for young children. I am committed to creating a safe, nurturing, and engaging learning environment, where children are encouraged to explore, create, use critical thinking, enhance their social-emotional and language skills, and become independent learners. I believe that strong partnerships with families are key to bridging home and school. Inclusivity and play-based learning drive our diverse environment, shaping a bright future for every child. Head of Primary Hannah Carew I am an Australian educator and leader in education, fulfilling many educational roles within the New South Wales Department of Education including: Relieving Principal, Deputy Principal, Senior Education Officer and Class Teacher. I have a Master in Leadership and Management in Education, a Graduate Certificate in International Education and a Graduate Certificate in Educational Studies specialising in Special Education. I aim to inspire students to become lifelong learners who are compassionate, kind, caring citizens. Head of Secondary James Worland Originally from Victoria, Australia, my career in education has spanned roles in Australia, Europe and Asia, serving in leadership positions within diverse international school communities. Throughout my career, I have remained committed to creating inclusive, high-performing learning environments where every student is supported to achieve their full potential. I believe every child has unique strengths and the ability to thrive when nurtured through strong relationships, high expectations and a genuine sense of belonging. As a student-centred leader, I value collaborative partnerships with students, families and staff, and I am passionate about building school communities where young people develop the character and skills to succeed both in school and beyond. Deputy Head of Primary and Head of Teaching and Learning Mark Gregory Pearce As an Australian educator I have enjoyed over 20 years of teaching and leadership in Australia and internationally. My roles have included Class Teacher, Phase Leader, Curriculum Coordinator, Head of Early Years and Deputy Principal. I hold a Master of Education in Leadership and am committed to fostering inclusive, engaging learning environments where all students feel valued, supported, and inspired to succeed. My leadership is grounded in collaboration, student wellbeing, teacher professional growth, and positive community partnerships. I am passionate about global citizenship and celebrate the richness of AISB’s diverse community, where the values of kindness, integrity, and respect are central to every child’s learning experience. Head of STEAM and Assistant Head of Primary Gareth Openshaw I am a British educator from Bolton in the United Kingdom. With over 15 years of experience in British, Thai, and international schools, I bring a broad perspective to my leadership and a strong commitment to educational leadership. Since joining AISB in 2018, I have played an active role in shaping a positive, inclusive, and future-focused learning environment. I am the Assistant Head of Primary and also Head of STEAM, where I work closely with our STEAM teachers to provide students with a high-quality, well-resourced programme that equips them with the skills they need for the future. Deputy Head of Secondary Andrew Dell I am passionate about school leadership, with experience guiding both pastoral and curriculum initiatives in New Zealand and Australia. With a background in Health, Physical Education and Sport, I am committed to creating supportive and engaging learning environments that foster inspiration, connection and growth. I believe my role in education is to encourage students to be ambitious and strive towards their goals, and to support every learner in reaching their full potential as a leader of the future. Enrichment Programme Coordinator Rebecca Hannan Over the past 20 years, I have taught in a range of educational settings in Australia and internationally, with a strong focus on inquiry learning and differentiated practice. My experience includes working in International Baccalaureate schools, where student agency and deep thinking are central, as well as leading enrichment programs that challenge and extend high-potential learners. I hold a Bachelor of Education and Bachelor of Arts (Psychology) and value curiosity, creativity, and inspiring students' love of learning. AISB Advisory Board Our advisory board brings together experienced leaders who provide insight and guidance on strategic decisions Paul Kenny AISB Chairman of the Board Greg Cairnduff Executive Strategic Advisor Gloy Tuchinda Head of Marketing & Design

Quick Links Our Director's Update Early Years Update Primary Update Secondary Update STEAM Global Citizenship Teaching and Learning Our Director's Update Dear Parents and Friends, September has been a wonderful month at AISB, filled with student achievements, leadership opportunities and meaningful connections across our school community. We were proud to welcome the Australian Ambassador to Thailand, H.E. Mr Pablo Kang, to AISB for the OPEC Outstanding International School Student Awards. It was a valuable opportunity to celebrate our students’ achievements and recognise their contributions as young people with a global outlook. You can read more about the visit here. We also celebrated our new Student Council leaders at the 2026–2027 Student Council Investiture Ceremony, marking the beginning of their leadership journey and their opportunity to represent their peers and make a positive difference in our community. Across our campuses, students have continued to learn, explore and grow through classroom experiences, STEAM projects, sporting activities and opportunities to connect with others. We are also encouraging students to take an active role in sustainability through our How Green Is Our School? initiative, alongside our exploration of solar energy as part of AISB’s commitment to a more sustainable future. Thank you to our students, families and staff for the energy, care and commitment you bring to our community. As we head into the mid-term break, I wish all our families a very happy and restful holiday. I hope you enjoy time to relax, reconnect and return refreshed for another exciting term of learning and growth. Warm regards, Henri Bemelmans Director Celebrating Success One Small World, One Shared World Year 6 students Lucy and Paul recently represented AISB at One Small World, One Shared World at EMQuartier, where they had the honour of meeting H.E. Mr Sihasak Phuangketkeow, Deputy Prime Minister and Minister of Foreign Affairs of Thailand, and Ms Siriluck Phataraprasit Maithai, Senior Executive Advisor of The Mall Group. As part of the event, Lucy and Paul performed “A Whole New World,” sharing their talents with guests and the wider community. The event brought together young people and communities to celebrate cultural diversity, friendship and connection through music and the arts. Congratulations, Luca 🎉 We’re delighted to celebrate Luca’s achievement in the Hong Kong International Mathematical Olympiad (HKIMO). 🏅 Heat Round: Bronze Medal 🏅 Final Round: Merit Award Well done, Luca, on this wonderful achievement and for putting your mathematical skills to the test on an international stage! Student Council Leaders 2026/27 Student Council leaders 2026/27 were officially welcomed at the Student Leadership Investiture Ceremony, marking the beginning of their leadership journey at AISB. Guest speaker Mr Paul Kenny, AISB Chairman of the Board, encouraged our student leaders to recognise when change is needed, look for solutions, bring people together and turn ideas into action, while building morale, teamwork and a shared sense of purpose. The ceremony was an opportunity for our new leaders to reflect on what it means to represent their peers, support the wider school community and lead by example. A meaningful start to a new year of student leadership. Early Years Update Written by Sheridan Musto, Head of Early Years and Soi 20 Campus September has been a wonderfully busy month at Soi 20. With the first weeks of the school year now behind us, it has been lovely to see our children moving beyond those initial settling-in days and becoming increasingly confident, connected and engaged in school life. Across Nursery, PreK1, PreK2, Foundation and Year 1, classrooms are now firmly established as communities of learners. Friendships are growing, routines have become familiar and children are increasingly showing independence as they move through their day. Most importantly, we are seeing our children develop a real sense of belonging — knowing their teachers, their friends, their spaces and the wider community around them. Living Our Values This month, we have continued to place a strong emphasis on helping children understand what it means to be part of the AISB community. Our Dress to Impress Week was a wonderful example of this. We were incredibly proud to see our students arriving each day wearing their full school uniform with pride. While this may seem like a small everyday action, it represents something much bigger — pride in ourselves, respect for our school and a shared sense of belonging. Congratulations to our Dress to Impress role models, Preme (Pam) from PreK2, Juan from Foundation and Krishav from Year 1, who each received a certificate and special book. We hope all of our students will continue to be positive role models for one another as we live our values and strive for greatness every day. Keeping Children Safe September has also provided important opportunities to strengthen children's understanding of safety, wellbeing and looking after themselves and others. During Child Protection Week, our Early Years children participated in age-appropriate learning experiences designed to help them understand important ideas around personal safety, trusted adults, feelings, body boundaries and speaking up when something does not feel right. Safety learning extended across the whole campus with our fire evacuation drill. Practising these procedures helps children become familiar with what to do in an emergency while allowing our staff to continually review and strengthen our campus procedures. These experiences are an important reminder that children's wellbeing and safety sit at the heart of everything we do. Connecting Beyond the Classroom One of the highlights of September has been seeing our children connect with people beyond their immediate classrooms. We have been delighted to welcome Rebecca Kang, wife of the Australian Ambassador to Thailand, to Soi 20 as part of an ongoing series of weekly visits. Rebecca has been spending time across our Pre K2, Foundation and Year 1 classrooms, reading with children and joining small-group learning experiences. These visits provide a lovely opportunity for our children to engage with another member of our wider Australian community in a relaxed and meaningful way, and we have loved seeing the conversations and connections developing. Our children have also continued to enjoy opportunities to connect across classes and year levels through shared spaces, outdoor play, chess, specialist learning and our wider campus activities. Partnering With Our Families Our families remain such an important part of the Soi 20 community, and September has given us several opportunities to spend time together. Our Nursery and PreK1, PreK2 and Year 1 Coffee Mornings provided relaxed opportunities for parents to connect with one another and with members of our school community. These informal conversations are incredibly valuable and help strengthen the relationships between home and school that support our children. We also enjoyed Donuts for Dads, giving fathers and father figures a special opportunity to spend time with their children and be part of their school experience. As we move towards Parent–Teacher Meetings and Student-Led Conferences, we look forward to another opportunity to celebrate children's progress, share their learning and talk together about their continued growth. Learning Everywhere Of course, amongst all of these special events, the most important work of the month has continued every day in our classrooms and learning spaces. Children have been investigating, creating, problem-solving, reading, writing, counting, building, moving, swimming, making music and learning through play. Our outdoor spaces continue to be an important extension of our classrooms, with children enjoying The Meadow, playgrounds and opportunities for physical activity and exploration. Our youngest learners are becoming increasingly independent, while our Foundation and Year 1 students are embracing new challenges and growing in confidence as learners. These everyday moments may not always be the ones that make the calendar, but they are where so much of the important learning happens. Stronger Together September has reminded us that a school community is built through hundreds of small connections - a child greeting their teacher in the morning, a new friendship forming in the playground, a parent stopping for a conversation, an older child modelling something for a younger one, or a teacher recognising exactly what a child needs in that moment. We are incredibly proud of the way our children have grown since the beginning of the school year and of the care, energy and commitment our staff bring to Soi 20 each day. Primary Update Written by Hannah Carew, Head of Primary Celebrating Our Primary Community What a wonderful month it has been across Primary! We have celebrated our school values, student leadership, learning and the strong sense of community that makes AISB such a special place. Our first AISB Challenge Day brought all Primary students together for a day of fun, teamwork and exciting challenges. It was wonderful to see students working collaboratively, supporting one another and demonstrating our value of Community as they worked towards common goals. What a fantastic day for everyone! We also celebrated and acknowledged our Primary School Leaders and Student Council. We are incredibly proud of every student who showed courage by putting themselves forward and taking a risk. Each candidate prepared a presentation demonstrating how they could contribute to our Mission, Vision and Values and help make AISB an even better community through their actions. At our School Leaders assembly on 18th September, students were privileged to hear from Mr Paul Kenny, a community leader and Chairperson of the AISB School Board. Paul challenged our students to consider an important question: “What does it truly mean to lead?” This is a wonderful question for us all to reflect on as members of the AISB community. We also held our first Bounce Back and Values Assemblies across Primary, beginning at Amaroo and continuing across our Primary campuses. Congratulations to all students who were recognised for their learning, effort and positive contributions, with a focus on our Bounce Back theme of Core and Social Values and our school value of Community. We were also very proud of our students during our first emergency evacuation drill. Every student demonstrated that they understood what to do and how to respond safely. These drills help us practise our roles and responsibilities so that we are prepared to work together to keep everyone safe. Looking Ahead to October October brings many exciting opportunities for learning and celebration. Student-Led Conferences will provide students with the opportunity to share their learning and progress with their parents. We look forward to seeing students proudly demonstrate what they have learned this term. Students will also participate in Innovation Week, where our specialist teachers come together to create integrated learning experiences. It promises to be a week filled with creativity, collaboration and engagement. Our Mid-Term Break is from 12–16 October. We wish all our families a safe and relaxing break and hope you enjoy time to reset and reconnect with family and friends. Our October Focus Our Bounce Back theme is Resilience. We encourage families to help children understand that challenges and mistakes are part of learning. Encourage them to talk about their feelings, try helpful thinking, solve problems and take age-appropriate responsibility. Remind them that difficult times pass and that they are never alone. Our Values theme is Respect. We will focus on empathy, acceptance, kindness, understanding, consideration and good manners as we continue to build a kind, inclusive and supportive AISB community. Please continue to stay connected by reading your child’s weekly homeroom newsletter for updates about learning and upcoming events. We are incredibly proud of our students and look forward to another wonderful month of learning, growth and community. Secondary Update Written by James Worland, Head of Secondary It has been lovely to see our Secondary students settle back into the rhythm of school life following the recent flooding in Bangkok. Thank you to our families for their flexibility and support during this time. There have been some great events and activities taking place across Secondary recently, helping to strengthen our sense of community and giving students plenty of opportunities to connect beyond the classroom. Our senior examination series has also got underway smoothly, and it has been encouraging to see students approaching this important period with focus and commitment. Compassionate Young Leaders Scholarship Program We are also excited to have launched our new AISB scholarship opportunities, open to both new and existing students. These celebrate the diverse strengths and talents within our community, recognising academic achievement, creativity and the arts. We hope this will become an annual opportunity to recognise and support students as they continue to develop their individual passions and potential. Learn more about our scholarships program here: https://www.australianisb.ac.th/scholarships Looking ahead, House Shirt Fridays will begin on Friday 23 October. Please remember that this is a normal school day, with students expected to attend as usual in their House shirts. Following the October break, I will also share further information about opportunities for Secondary parents to drop in, connect and meet informally. In the meantime, I wish all our students, families and staff a restful and enjoyable break, and look forward to welcoming everyone back refreshed for the second half of the term. Tug-of-War Competition: A Fantastic Display of House Spirit! Our tug-of-war competition was a huge success! Students competed brilliantly, showing incredible spirit, courage, determination, and commitment to our school community. Staff even stepped up to challenge the students, but despite their best efforts, the students proved too strong! A huge congratulations to Telepea House, our overall champions! Their victory was a fantastic way to celebrate the teamwork, pride, and positive school culture that make our house events so special. Telopea House, you did it! Here is an update of the current points in Secondary house points Our Year 12 students have begun their mock university interviews as they prepare for the next exciting stage of their educational journey. These practice interviews provide students with a valuable opportunity to build confidence, develop professional speaking skills, and learn how to express their ideas, experiences, and aspirations clearly. By practising in a supportive environment, students can become more comfortable answering questions, reflecting on their strengths, and presenting themselves with confidence—valuable skills that will benefit them not only during university applications but also throughout their future academic and professional lives. STEAM Update Written by Mr Luke, Year 7 Art Teacher In Year 7 Visual Art and Design, students create a personalised artwork that acts as a “time capsule” of who they are as they begin secondary school. Students explore their identity, interests, emotions, experiences, and hopes for the future through their artwork. They can choose their own medium, such as acrylic paint, watercolour, oil pastel, coloured pencil, collage, drawing, or mixed media. This project encourages self-reflection, creativity, and experimentation while allowing students to develop their artistic skills and begin discovering their own personal style. Sports and ASA Soi 20 ASA Highlight: Maths Wizards In Foundation and Year 1 Maths Wizards, Soi 20 students strengthen their mathematical foundations through hands-on games, challenges and collaborative problem-solving. They explore number sense, skip counting, addition strategies, patterns, 2D shapes and spatial awareness. Recent activities included skip counting 500 blocks in groups of tens and hundreds, investigating the sides and angles of 2D shapes to create colourful Shape Monsters, and practising the counting-on addition strategy through games such as Snakes and Ladders. Beyond maths, children develop problem-solving, perseverance, collaboration and confidence while learning to take turns, share ideas and celebrate one another’s successes. These experiences make learning meaningful, engaging and enjoyable. School Chess Championships Our AISB students recently came together for the School Chess Championship, challenging each other across the board while showing great sportsmanship, respect and support for one another throughout the competition. Congratulations to Ayaan, our new School Chess Champion! Well done to all the students who took part, encouraged their fellow players and helped create a positive and friendly chess community at AISB. Global Citizenship - How Green Is Our School? Living and learning in the heart of Bangkok gives our students a unique opportunity to think about what it means to be a global citizen in a rapidly changing city. At AISB, our value of Global Outlook asks students to understand their role as global citizens and their responsibility to “protect and improve our world.” This year, we want to turn that responsibility into meaningful student action by asking a deceptively simple question: How green is our school? Our students are encouraged to become environmental investigators. We will explore five areas of school life: waste, water, energy, shade and biodiversity. How much waste do we produce? Where might water or electricity be unnecessarily used? Which parts of our campuses are coolest and best shaded? How much vegetation do we have? What birds, insects and other living things share our school environment? Importantly, this is not simply about identifying problems. Students will be invited to collect evidence and establish a baseline, a picture of where we are now. This will allow them to identify realistic areas for improvement, take action and, later in the year, return to their data to ask an even more important question: Have we made a difference? This approach reflects UNESCO's Green School Quality Standard, which encourages schools to connect sustainability learning with facilities and operations, governance and community engagement. Students are not simply learning about sustainability; they are discovering that their decisions and actions can contribute to a more sustainable community. Turning Sunshine into Action at AISB Importantly, this commitment is also being reflected in the way AISB considers the operation of its campuses. A recent solar rooftop project for our Secondary Campus has explored how renewable energy can become part of the school's future energy use. The proposed design considers 220 solar panels across the Highfield and Football buildings, providing a total system capacity of 140.8 kWp. Modelling for the project estimates potential annual electricity generation of approximately 194,150 kWh, demonstrating the significant contribution that Bangkok's abundant sunshine could make to reducing reliance on conventionally generated electricity. For students, projects such as this provide something particularly powerful: a real-world sustainability case study happening within their own school. Energy use is no longer an abstract concept in a textbook. Students can investigate where our electricity comes from, examine how much we use, explore the potential contribution of renewable energy and consider how individual behaviour works alongside larger infrastructure changes. Our School, Our City AISB's efforts also connect with changes taking place beyond our school gates. Bangkok has been working to create a greener and more liveable city through initiatives such as the Bangkok Metropolitan Administration's Million Trees Project. The initiative seeks to expand urban greenery, increase shade, help address pollution and create more diverse habitats within the city. For children growing up in Bangkok, this creates an authentic connection between local action and global responsibility. A tree providing shade, a garden supporting insects, lights switched off in an empty classroom, water conserved, waste prevented, or a school increasingly exploring renewable energy, may each appear to be one action. Collectively, they contribute to healthier and more sustainable communities. Over the coming months, we look forward to sharing what our students discover through investigations into How Green Is Our School?, and, most importantly, the actions they decide should come next. Global citizenship begins with understanding our world. It grows when we take responsibility for improving it. Explore Bangkok's Million Trees ProjectUNESCO Green School Quality Standard Mark Pearce Deputy Head of Primary Head of Teaching and Learning Pillars of School-wide Pedagogy: Differentiated Instruction At AISB, our approach to High Quality Learning and Teaching is guided by four pillars of school-wide pedagogy: Explicit Instruction, Differentiated Instruction, Collaborative Learning and Assessment for Learning. Together, these provide a consistent approach to ensuring students are supported, challenged and actively engaged in learning. Our Teaching and Learning Handbook for Teachers makes this connection explicit: learning should be tailored to individual needs while maintaining appropriate levels of challenge and support. This month, we highlight the second of these pillars: Differentiated Instruction. Every learner can succeed At AISB, we recognise that students bring different strengths, prior knowledge, experiences, interests, cultural backgrounds, language profiles and learning needs to the classroom. Our Teaching and Learning Handbook captures an important belief underpinning our approach: “every student can do remarkable things with the appropriate guidance and support.” Differentiation therefore requires teachers to know their students well and intentionally adapt teaching and planned learning experiences so that all learners experience an appropriate level of challenge. Importantly, differentiation does not mean creating a completely different lesson for every student, nor does it mean lowering expectations. Students should continue to work towards clearly identified curriculum learning, with teachers making deliberate adjustments that help students access, engage with and extend that learning. Enabling each learner to experience success and progress against their individual point of need is one of the many skills an agile practitioner demonstrates. There are four elements that teachers can adjust: content, what students learn; process, how teaching and learning occur; product, how students demonstrate their learning; and the learning environment, how the classroom is organised to enable effective learning. This reflects current Australian Curriculum guidance, which emphasises equitable access, excellence and high expectations for all learners. Evidence, not labels Effective differentiation begins with knowing where students are in their learning. AISB's Teaching and Learning Cycle asks teachers four important questions: Where are my students now? What do I want them to learn? How will they get there? How will I know when they get there? Ongoing assessment (formative and summative) and monitoring enable teachers to respond to student needs, provide feedback and determine appropriate next steps. This is consistent with research and guidance from the Australian Education Research Organisation (AERO). AERO identifies checking for understanding and monitoring progress as important elements of effective instruction because they allow teachers to identify what students know, locate gaps and adjust instruction, guidance and feedback accordingly. This also means that differentiation should remain flexible. A student may require extension in one concept or learning area while needing additional modelling, practice or scaffolding in another. Students should not be defined by fixed labels such as "high", "middle" or "low". Instead, teaching responds to the evidence of what a student is ready to learn next. At AISB we do not rank students comparative to each other. Student achievement is measured against curriculum standards, and progress is tracked from a students’ starting point. What does differentiation look like at AISB? In practice, differentiation is embedded within high-quality classroom teaching. Teachers may vary the level of scaffolding, questioning, modelling, time, resources, grouping, complexity, pace or opportunities for students to demonstrate their understanding. At AISB we emphasise flexibility, evidence from assessment, appropriately challenging and respectful work, clarity about essential learning, and meeting learners at their current point of development before moving them forward. Differentiation also works alongside Explicit Instruction and Assessment for Learning. Teachers establish clear learning intentions, explicitly model new knowledge and skills, provide guided practice, check for understanding and gradually move students towards greater independence. Support when students need more For some students, high-quality differentiated classroom instruction is supplemented by additional targeted support. This may include in-class adjustments, small-group instruction, individualised intervention or specialist support. At AISB we define Learning Support as targeted assistance that can include each of these approaches. Differentiated Instruction: Supporting Every EAL Learner In an EAL classroom, differentiated instruction begins with the understanding that every student brings a unique combination of language proficiency, prior learning, cultural experiences, interests, and strengths. As Carol Ann Tomlinson explains, “A teacher in an effectively differentiated classroom seeks to develop increasing insight into students’ readiness levels, interests, and learning preferences.” For EAL learners, this means looking beyond simply identifying a student as an English learner and considering what they can already understand, communicate, and demonstrate in English. Differentiation may involve adapting the content, process, or product while maintaining high expectations and meaningful learning goals for all students. In practice, this might mean pre-teaching key vocabulary, providing visual supports, modelling academic language, offering sentence starters, or giving students additional opportunities to rehearse their ideas before sharing them. It can also mean allowing students to demonstrate their understanding in different ways while they continue developing the language needed for more complex academic tasks. Importantly, differentiation is not about giving EAL students “easier work”; it is about removing unnecessary language barriers so that students can access appropriately challenging learning. Tomlinson reminds us that “highly effective teachers teach students first, then content,” highlighting the importance of knowing our learners and responding to their individual needs. Ultimately, effective EAL differentiation helps students build both English proficiency and academic independence, gradually moving them from supported participation toward confidently accessing the curriculum alongside their peers. Our English as an Additional Language (EAL) program is one example. Students may receive General or Intensive EAL support according to their level of language proficiency, with WIDA and ongoing school-based assessment used to monitor progress and adjust support. Importantly, ACARA emphasises that EAL/D learners are themselves a diverse group and require different instructional supports according to their English-language proficiency; language development can also vary across listening, speaking, reading/viewing and writing. Extending high-potential learners Differentiation is equally important for students who are ready to move beyond the expected level of learning. At AISB, enrichment provides opportunities to extend and deepen learning beyond the standard curriculum for students demonstrating high potential or achievement. Australian research and guidance reinforce that high-potential students require deliberate opportunities for greater challenge, complexity, depth and pace, rather than simply receiving more work. The NSW Department of Education identifies differentiation, purposeful grouping, explicit teaching, formative assessment, pre-assessment and effective feedback as complementary approaches for supporting high-potential learners. Similarly, ACARA recommends rigorous, relevant and engaging learning that responds to students' strengths, abilities, interests and goals. Adjustments may be made to content, process, product and learning environment, the same four elements identified within the shared expectations of our community of educators. Challenge, support and belonging Differentiated instruction is about more than academic achievement. It reflects AISB's commitment to inclusion, belonging and Personal Best. Our High Quality Learning and Teaching framework identifies three imperatives for student engagement: students should feel safe, valued and respected; be actively engaged in learning at their level of need; and experience a strong sense of belonging. Students working at their level of need show curiosity, perseverance, critical thinking, collaboration, problem-solving and increased responsibility for their own learning. Through Differentiated Instruction, we aim to provide every AISB student with what effective learning requires: high expectations, appropriate challenge, responsive support and opportunities to experience success and growth. In doing so, we continue to work towards our shared purpose: to empower compassionate young leaders for life. References: AERO – Monitor Progress Australian Curriculum – Planning for Diversity Australian Curriculum – Gifted and Talented Students NSW Department of Education – Differentiation Adjustment Tool Mark Pearce Deputy Head of Primary Head of Teaching and Learning 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.

AISB formally welcomes our 2026/27 Student Council, with students encouraged to see leadership as a responsibility to serve, represent and bring others together. The Australian International School Bangkok held our 2026 Student Leadership Investiture Ceremony on Tuesday, 22 September, bringing together students, parents, teachers and school leaders to formally recognise the students taking on leadership roles across Primary and Secondary. Leadership is More Than a Title Speaking at the ceremony, AISB Director Henri Bemelmens reminded students that leadership is not about privilege or simply holding a position. It is an invitation to serve. He encouraged student leaders to look beyond their titles and consider the everyday choices that define leadership, from noticing someone sitting alone and inviting them to join in, to supporting younger students, organising activities, or speaking up when something is not right. "Leadership at AISB isn't about being the loudest voice in the room, nor is it about standing above others. True leadership lives in the quiet choices you make every single day." Mr Henri also reminded the wider student body that leadership is not limited to those formally appointed to a position. Every student has a role in shaping the culture of the school through their actions and how they support those around them. "Every single one of you has the power to lead through your everyday actions, your kindness, and your commitment to doing your best. Support your new leaders, collaborate with them, and help them build a school culture we can all be proud of." A Different Way of Thinking About Leadership AISB Chairman of the Board and Guest Speaker, Mr Paul Kenny spoke to students about the responsibility that comes with leadership. Drawing on more than three decades of leadership experience across international business, Mr Kenny encouraged students to look beyond the title and consider what it means to take responsibility and accountability for others. He described leadership as the ability to influence, guide and inspire people to work together towards a common goal. Leadership is like being a shepherd. What do shepherds do? They stand behind the sheep and guide the sheep towards the direction they want the sheep to go. For Mr Kenny, effective leaders do not simply tell people where to go. They bring people with them. He encouraged students to recognise when change is needed, look for solutions, bring people together and turn ideas into action. He also spoke about the importance of morale, teamwork and creating a sense of shared purpose. One message in particular was left with the students to think about: “Leaders lead.” Rather than providing students with an immediate answer, Mr Kenny encouraged them to discuss the idea with their parents, teachers and peers and consider what leadership means to them. His message left students with something to take beyond the ceremony: a question to think about, a responsibility to embrace, and an opportunity to discover what kind of leader they want to become. Welcoming our 2026/27 Student Council The ceremony then formally recognised the newly appointed Student Council members. Secondary School Captain: Almudena (Year 12) Secondary School Vice Captain: Kai (Year 12) Council members: Year 7: Aiza, Violet and Reyansh Rane Year 8: Hanna, Helena and Madison Year 9: Theo, Karina and Nayantara Year 10: Sophia, Abigailand Natalie Holland Year 11: Bailey, Jichan and Prisha Shamanth Year 12: Samridh Primary School Captains: Dylan and Kongthap (Year 6) Council members: Year 5: Arkin, Seoyun and Isabelle Year 6: Ekam, Praetara, Lucy, Elisabeth and Paul Following the presentation of certificates, the Student Captains led the council in reading the Student Leadership Pledge. The pledge includes commitments to support the school's vision and values, represent student interests, support fellow students, lead by example, attend council meetings, build positive relationships and care for the school environment. Each council member then signed the pledge individually, making the commitment personal as well as collective. Student Council Captains Speeches The ceremony also gave the newly appointed leaders an opportunity to speak about what they hope to contribute during the year ahead. Primary Captain Dylan reflected on the importance of leadership regardless of age, sharing his hope that students could “dream big for our school together.” His fellow Primary Captain, Kongthap, focused on representation and listening. As Captains, he said, their role is to listen to students' ideas and concerns and help create a school where everyone feels included, respected and confident to share their views. For Secondary School Captain Almudena, the year ahead is an opportunity to work with the council on new projects, events and opportunities for students across the school. “I’m really looking forward to working with the rest of the Student Council this year and seeing what we can achieve together,” As our new Student Council begins its year, we look forward to seeing how each student leader brings their own ideas, strengths, and voice to the role. There will be challenges along the way, but also opportunities to learn, grow, and make a meaningful difference. Congratulations to our 2026/27 Student Council. We look forward to seeing where your leadership takes you.

His Excellency Mr Pablo Kang, Australian Ambassador to Thailand, recognises four AISB students for outstanding achievement across academics, the arts and international competitions. The Australian International School Bangkok (AISB) was honoured to welcome His Excellency Mr Pablo Kang, Australian Ambassador to Thailand, to our Sukhumvit Soi 31 campus on Wednesday, 16 September 2026, for a special ceremony recognising four AISB students in the OPEC Outstanding International School Student Awards 2026. The awards are presented by Thailand’s Office of the Private Education Commission (OPEC), Ministry of Education, and recognise outstanding students from international schools across Thailand for achievements spanning academics, sports, the arts, leadership and other pursuits. Our School Choir opened the ceremony with Tsuki, meaning “The Moon”, a Japanese folk song performed in recognition of the Japanese families within our school community, followed by Bound for South Australia, reflecting AISB’s Australian heritage. Celebrating Our Students Evelyn Intaraphrom was recognised for her outstanding achievements in the Arts. She has competed in international music competitions across Japan, Taiwan and Singapore and, in 2025, received a Plaque of Honour recognising her as an “Outstanding Youth Who Brought Reputation to Thailand.” Derek Kongkam was recognised for his commitment to academic excellence and achievements in international competitions. His recognition reflects his dedication, application and consistent performance in his academic work. Katewadee Kongkam received an award for her exceptional academic achievement and success in external international competitions. Her achievements reflect her enthusiasm for learning, resilience and willingness to challenge herself. Aiyara McWilliam was recognised for creating an outstanding sculpture that brought together learning from Science and Visual Arts and won the Individual category in the Royal Society of Biology (UK) BioArtAttack3D competition. Her work demonstrated creativity, curiosity and the ability to connect ideas across different areas of learning. The four awards reflected a wide range of student achievement, from academic performance and international competition to music, visual arts and interdisciplinary learning. A Message for AISB Students Ambassador Kang shared three key messages with our students about their futures, the world around them and what it means to be part of an Australian school in Thailand. 1. You Don’t Need to Have Everything Figured Out Ambassador Kang began by speaking about what students might do after they leave school, whether that means university, work or another pathway. For some students, those decisions may still feel a long way away; for others, they are approaching quickly. His message was not to feel pressured to have every answer immediately. It is okay not to know exactly what degree you want to study, what career you want to pursue or what direction you want to take next. 2. Learn to Understand the World Around You His second message was about the importance of looking beyond your own subjects, hobbies and interests. Students today have access to more information than ever before, but being informed requires more than simply seeing or remembering information. Ambassador Kang encouraged students to question what they encounter, consider where information comes from and recognise the difference between facts, opinions and misinformation. Developing the ability to question, evaluate and think independently is increasingly important in a world shaped by social media, algorithms and rapidly changing technology. “You live in a world where information is everywhere. But information and knowledge are not the same thing. And information and truth are not always the same thing either.” 3. Being Part of Australia’s Connection with Thailand Finally, Ambassador Kang reflected on what it means to be part of an Australian school in Thailand and encouraged students to see themselves as part of the wider relationship between the two countries. He spoke about the role young people can play in strengthening those connections through curiosity, cooperation, openness to different perspectives and an understanding of the world beyond their own borders. “You are all Australian ambassadors to Thailand because you either study or work at this school... The world you’re growing up in will need more curiosity, more cooperation, more courage, more willingness to listen, and more people prepared to look beyond their borders.” We extend our sincere thanks to His Excellency Mr Pablo Kang for joining us at AISB and for sharing such thoughtful and inspirational messages with our students. Congratulations again to Evelyn, Derek, Katewadee and Aiyara on their outstanding achievements and well-deserved recognition in the OPEC Outstanding International School Student Awards 2026. To learn more about Ambassador Kang's perspective on what it means to be an Australian school in Thailand, click here - Link to Article