Search Results

It has been a busy few days in the Nursery syndicate getting to know the children, and also meeting such lovely parents and families. Beginning school is a big step for small children, as they transition from home to school, where they are learning how to interact in a group, trust others, and explore a new and unfamiliar environment. This transition requires children to be brave, adapt to change, and learn how to build attachments and develop relationships with others, both adults and children alike. This transition is different for everyone, and for most it will have its ups and downs, as they get to know classroom staff, building trusting relationships. Our priority during this time is to support children in developing new relationships and ensuring they feel safe and secure, and are of course nurtured and feel listened to. Another focus is on helping the children to learn the daily routine of their class and also the wider school. Currently, transitions are a little challenging, and children need lots of encouragement and assistance in choosing and engaging with different experiences, as well as moving throughout the school environment. Although there have been some tears over the past few days, children are growing in trust as they reach out and seek staff for comfort when they are unsure or missing their family. There have been many first experiences this week, with children showing excitement and eagerness to participate and explore during these times. About our Nursery Curriculum At the Australian International School Bangkok, we use the Australian Early Years Learning Framework [EYLF] “Belonging, Being and Becoming” as our guiding curriculum. The framework is a very holistic and interconnected play-based approach that combines the educational principles and practices that promote children’s learning, as well as learning outcomes. We will often refer to this document to highlight the learning that is taking place in the class, and to explain the curriculum decision making of teachers. About the Portfolio Each week staff will upload a weekly plan and a reflection of the week to their class page on Seesaw. We will also send access to each child’s Google Drive folder, where their individual observations will be collected in a portfolio, as well as a bunch of photos from their time at school. Within the portfolio, information about how each child is learning, growing, and changing (documented through learning stories, observations, photos, and work samples) are collected. As the school year progresses, staff will observe many different areas of learning to see how children are developing, linking their progress to the outcomes identified within our guiding curriculum. This method of assessment shows children's growth over time, focusing on what they CAN do, rather than what they are not doing. Finally, portfolio assessments help staff to plan their programs and to meet each child's individual learning needs. As these portfolios are an ongoing work in progress, we hope that you visit and revisit these throughout the year, enjoying and celebrating what your child can do, giving you a clear indication of your child’s progress and development throughout their time in Nursery. We wish everyone a wonderful weekend and are excited to welcome you back to school next week. This blog was written by Ms. Sheridan - Head of Early Childhood Education (Nursery & Kindergarten) Additional Information: To view the parent’s guide to the EYLF curriculum: https://docs.education.gov.au/documents/belonging-being-becoming-early-years-learning-framework-australia-information-families For a more in-depth understanding of the EYLF: https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia_0.pdf If you would like this document in the Thai language: https://docs.education.gov.au/documents/early-years-learning-framework-thai For the EYLF Fact Sheet: https://docs.education.gov.au/documents/early-years-learning-framework-fact-sheet

Leadership is the art of motivating a group of people to act toward achieving a common goal. Leadership is about the art of encouraging, influencing and directing people so that they work together to achieve the goals of a team or broader organisation. At AISB, we believe student leadership lies at the heart of improving our school and enabling young people to realise their potential.  it’s important for students to experience leadership opportunities during their schooling; to learn the art of building relationships within teams, defining identities and achieving tasks effectively. One of the best ways students can learn these leadership skills is by involving themselves in the Student Representative Council. The AISB Student Representative Council was first introduced in 2018 – 19, to provide the necessary skills, confidence and motivation for young people to engage directly in the wider improvement of the school and, in particular, in the improvement of all student’s learning experiences. Membership on the Student Council enables students to become advocates for their own needs and the needs of others. It lies at the heart of building a sense of community and trust in school and builds effective relationships. An investment in student leadership is a direct investment in tomorrow’s leaders of our school and of our community. Elections for the AISB Student Representative Council for 2020 – 21 were held recently and the following students were successful in gaining membership: Co-Captains: Calum, Minori, Samdrup Benito - 11 Namadji Kosuke, Taiga, Reginald -10 Namadji Niko - 9 Maria Mathilda - 8 Freycinet Pimmada - 7 Kakadus Mari - 7 Daintree Kaihe - 6 Currawongs Clara - 6 Curlews Saki - 5 Osprey Eila - 5 Wedge Tails Riko - 5 Brolgas We wish them well for the year ahead and look forward to their contribution to the school community. Written by Mark Weber - Head of Middle and High School

Secondary School Performance – The Small Poppies by David Holman We are pleased to announce AISB’s very first Secondary School drama production. The Year 7 to 11 students will be performing David Holman’s The Small Poppies with the shows expected to take place in February 2021. The Small Poppies is about the first day of school and all its accompanying challenges.  Set in an Australian Primary School, this enchanting play explores transitions, isolation, making new friends, accepting different cultures and the plight of new Australians fleeing war torn countries. It is a funny, heartfelt play for all ages. Students from Years 7 to 11 will be asked to audition after the October mid-term break. Students may also choose to be involved in a technical role such as stage managing, lighting, sound set and prop construction and wardrobe.  Whilst it is not compulsory, it would be wonderful if every student was involved in the production in some way. Parents are also invited to assist if they would like. Rehearsal requirements are still to be negotiated but it is envisaged that rehearsals will be conducted on two afternoons in the week and on occasional weekends. Secondary School Assembly Our first Secondary School Assembly for the academic year took place on Tuesday 29 September at the Innovation Centre Hub. We were entertained by Year 7 Kakadus who performed the song “There Is Nothing Holding Me Back” by Shawn Mendes; Minori and Sammy from Year 10 Namadji gave a report on the recent Art and Design trip to the Bangkok Art and Cultural Centre and students received the monthly Secondary School Academic awards. Congratulations to the award winners for September: Written by Mark Weber - Head of Middle and High School The Creative Space Year 7 recently finished working on mini sagas. A mini saga is a fun and concise way of telling a story. They consist of exactly 50 words and usually have a twist or surprise at the end. Dark Reality A mini saga by Year 7 Daintree The world was dark. I was walking down the shadowy pathway, moon shining above. That was the only light. I knew that he was following me. A truck whizzed by. In the puddle beside me, I saw his silhouette...reaching forward. “Michael get off that silly game!” my Mom yelled Blood Red Mouth By: Taira and Naoki It was dark, cold and scary. Red liquid poured from his mouth. He ripped off the soft flesh with his razor sharp teeth. He let out a loud laugh. He grinned slightly, showing his blood red teeth. “Mom! This cherry is delicious! Come and eat some!” he shouted. A Child's Death By: Ben Gunshots flared. Noise was everywhere, and in the middle of it was Thomas decked out in gear and weapons. A noise came from the building he was in. The footsteps were followed by gunshots and a man breathing his last breath. Thomas died shortly thereafter. "Oh I'm getting better, Top Ten!" I exclaimed. Picking By: Pim Today I was excited. I got to pick out something at the shop! I was so happy looking at each selection. Finally I took one home with me. I took it out and placed it down. Picking it up it felt so soft in my hands. Up it went into my mouth. MMMMMM, that delicious donut! Weird, Stupid Art By: Cooper The picture was mushed all over, hideous-I stared at it, my eyes slowly burning into my brain. The shapes were all messed up and the colours were horrifying. It seemed vaguely familiar but I just couldn’t get my hands on it. Then someone asked me, “Why is your head sideways?” The Time of Day By: Benjamin It could have been sunset, it could have been dawn. Oh how I wished I’d had a watch to tell the time of day. I asked my friend, “What time is it?” and he replied, “Time to get a watch.” So I got one, but oh, how do you read it? Year 10 iGCSE English Language Studying iGCSE English Language is vital for our students as they consider higher education and preparing for the workplace. Throughout the course, they learn to employ a wide vocabulary, use correct grammar, and develop a personal writing style that they can adapt for different audiences. As part of the two-year programme, students produce several extended essays. This month Year 10 have begun a descriptive writing task. In preparing for the essay, we revised descriptive writing technique theory and we reviewed how descriptive writing means creating a visual image for our reader. We can improve our skills by paying close attention to details using our five senses. People in marketing and advertising often use creative language to get us to imagine how much our lives would be enhanced by using their products. We imagined that we wanted to compel our audience to taste a selection of chocolates. We enjoyed eating them with awareness and then we described the experience. Here are some of the results… (We won’t be surprised if you are tempted to jump into your car and go to buy some yourself!) Taiga “The light reflects along the pristine edges of the bright yellow wrapping. It rustles under my fingers as the smell of chocolate and milk blasts my nose. The crunch of cornflakes punctuates the bite. The thick creamy chocolate floods my tongue with smooth satisfaction. The chocolate slides down my throat without compromise.” Sammy “As you pick up the glistening, glossy forest green film, it cracks and crinkles, inviting you to open it. As you peel back the wrapping with a satisfying rip, a waft of nutty chocolate teases your nose, causing your mouth to water. The chocolate is sticky and warm. It melts on your fingers. And, as you take a small bite of the crunchy sweet deliciousness, you can’t decide whether to swallow or linger with the flavour a little longer.” Written by Ms. Jill – IGCSE English Teacher Persuading and Campaigning Benito in Year 11 has been looking at campaign literature this week. Campaign literature, we have identified, is similar to persuasive writing. It seeks to promote a particular viewpoint. Campaign literature often seeks to shock or surprise the reader with facts or data, or by revealing the 'truth' of a particular situation. Benito chose an issue that was important to him and created an infographic with the aim of showing people how they can contribute to saving the planet. He has done a great job! Written by Ms. Jill – AS & A Level English Teacher Fire The bright, raging flames crackled through the grate menacingly, as if to say: “don't get too close, you will regret it.” Like trees in a subtle breeze, it slowly sways in a dashing array of crimson and gold. I stare at them longingly wishing to be as free as these mysterious shapes dancing in their enclosure. The heat radiates in front of me as it gently caresses my face. A subtle waft of smoke lingers towards me. The cloud burns my nostrils pleasantly, happily. I feel the vapour tickle my throat; as light as a feather. I turn reluctantly away, but the warmth of the comforting flames coaxes me closer than before. It is bewitching, arresting and divine, this golden phoenix resting in the fireplace. By Matilda – Year 8 Freycinet Pascal's Triangle is named after French mathematician Blaise Pascal (1623 –1662), although it was known about and used for centuries before. It is an interesting and useful tool for number theory, arithmetic, algebra, and even computer science. The following video will explain some of its many uses and surprises. https://www.youtube.com/watch?v=0iMtlus-afo by Mr. Paul – Year 8 - 10 Mathematics Teacher

R U Ok? Day 2020 has been a tough year for everyone, everywhere. As the coronavirus pandemic rapidly swept across the world, it induced a considerable degree of fear, worry and concern in the world’s population and among certain groups in particular, such as older adults, care providers and people with underlying health conditions. In public mental health terms, the main psychological impact has been elevated rates of stress or anxiety. As new measures were introduced by governments worldwide to stem the pandemic, such as quarantine, the impact on mental health increased.  One of the ways people have attempted to combat the stress and anxiety felt by self-isolation is to reach out to each other and talk. Whether it be online or face to face, people have meaningfully connected to ask each other how they are coping with life’s up and downs. Formed in 1995, R U OK? is a national Conversation Movement that is equipping Australians with the skills and confidence to support those struggling with life. Their goals are to: 1. Boost confidence to meaningfully connect and ask about life's ups and downs 2. Nurture a sense of responsibility to regularly connect and support others 3. Strengthen a sense of belonging because we know people are there for us 4. Be relevant, strong and dynamic Thursday, September 10 is R U OK? Day in Australia and to mark that event, students in the Secondary school have been discovering ways to ask their friends and family if they are okay. In their Positive Education lessons, students have been learning how to ask the question, R U OK?  They have discussed the importance of active listening, encouraging action and regularly checking in with those friends and family who are not coping. We understand that young people cannot be expected to fix someone’s problems, nor know the best way to help and support them. However, they can listen to what their friend is saying, let them know they care and tell a teacher or trusted adult if they are worried about their friend. 2020 has been a tough year and we are all in this together. Nobody is untouched. That is why I am proud to be part of a very supportive and caring community at AISB that is willing to ask the tough question: Are you okay? Written by Mr Mark, Head of Middle and High School Swimming Swimming is one of the best forms of full-body exercise. Not only does it provide students with a much-needed cool down from the heat in Bangkok, but it also allows students to improve both cardiovascular and muscular fitness. The swimming lessons focus on stroke correction and introduction of various stoke techniques. Some lessons will focus on watersports such as water polo which helps with improving stamina and hand-eye coordination. For most students their once a week swimming class is the only form of exercise they do for an entire week. For teenagers, this is not enough. We strongly recommend that you encourage your child to bring their swimming attire to school weekly and participate fully in the lesson. However, if for some reason they cannot swim please notify the Head of Middle and High School by email and he will assign other work for them to do. Written by Mr. Andre and Mr. Dayne Year 8 English In Year 8 English, the students finished and published a news report about the day Mt. Vesuvius erupted in Pompeii. The reports were written in third person using past tense verbs and used clear, concise, informative language to summarise the previous day's event. They also made sure to choose a short and snappy headline to grab the readers' attention. Written by Ms Jennifer , Year 7 and 8 English

The Social Dilemma Do you feel urges to use social media more and more? Do you use social media to forget about personal problems? Do you often try to reduce your use of social media without success? Do you become restless or troubled if you are unable to use social media? Do you use social media so much that it has had a negative impact on your job or studies? These are just some of the questions the Year 9 to 11 Positive Education class have been pondering this week as we watch, analyse and discuss the new Netflix documentary “The Social Dilemma”. “The Social Dilemma” attempts to expose the ways in which technology giants have manipulated human psychology to influence how we behave. Social media apps such as Facebook, Twitter, Instagram, Google and YouTube use sophisticated artificial intelligence and algorithms to create a psychological profile of the user and by then feeding infinite push notifications and scrolling, they keep the users constantly engaged. Actions are predicted and influenced, turning users into easy prey for advertisers and propagandists. The dangers of social media on a teenager’s self-worth and identity has been acknowledged before, but this documentary shines a harsh light on how the social media that connects us, also control, manipulates, polarises and monetises us. It is designed to become addictive. As one interviewee states: “It’s the gradual, slight, imperceptible change in your own behaviour and perception. It’s the only thing for them to make money from: changing what you do, how you think, who you are.” We will spend the next couple of weeks exploring the issues arising from “The Social Dilemma.  I also urge all families to reflect on their own personal use of social media and have a family roundtable discussion about how to regulate it. The “The Social Dilemma” website gives valuable information for parents to do this effectively. Please look it up: https://www.thesocialdilemma.com/ Secondary School Assembly The first Secondary School Assembly for the academic year will take place on Tuesday 29 September at the Innovation Centre Hub. At this stage, parents are unable to attend due to Covid 19 restrictions, but we are hopeful that will change soon. The assembly will include an address from Mr. Greg, musical items, student reports including Student Council and monthly academic awards. We have changed the structure of monthly awards for the Secondary School. Academic awards will be given to a student from Years 7 to 11 for each subject: English, Mathematics, Science, Humanities, Art and Design, Music, Health and Physical Education, Technology, Foreign Languages, Thai and Positive Education. There are no Bounce Back awards. As in the Primary School, these awards gain house points which will go towards the Spirit of AISB shield. A full report of this month’s assembly will be included in the next newsletter. Written by Mr Mark Weber, Head of Middle and High School Subject in Profile - Science The AISB Science Department continues to move forward at full steam, as students push towards their final projects, labs, and examinations before the midterm break. Years 9 and 10 had their first large examination this week, covering the requirements of life, cellular structure/function, endosymbiont theory, the scientific method, and enzyme structure/activity. Students will also be conducting research on a phenomenon known as The Tragedy of the Commons in the weeks to come.  They will be divided into groups and tasked with preparing a presentation on a common resource that has been overexploited.  The presentations allow students to hone their public speaking skills while relating their knowledge of Biology and Chemistry to some of the most pressing issues facing humanity today. Years 7 and 8 Science students have been building a foundation of scientific knowledge, recently focusing on biological molecules and physiological systems. Students completed a lab investigating the molecular makeup of common foods by testing for the presence of carbohydrates, proteins, and fats.  This week, students dissected a pig’s heart in order to learn about the cardiovascular/circulatory systems and the role they play in transporting nutrients and gasses around our bodies. Written by Mr. Anatole Colevas and Ms Caitlyn Brugger The Creative Space Haiku A haiku is a Japanese poem consisting of three short lines that do not rhyme. They consist of 3 lines, with the first and last line having 5 syllables and the middle line having 7 syllables. A haiku is considered to be more than a type of poem; it is a way of looking at the physical world and seeing something deeper. It should leave the reader with a strong feeling or impression. Year 8 has written haikus about water. Raindrops down below Covering cars in droplets Late to work again By: Amelia It swells to the clouds Towering over the town The wave crashes down By: Tilly The calm, cool water Lily pads float on the top Murky frogs jumping By: Zac The colorful boats Soft rocks under the water Beautiful fish swim By: Latifah Waves crash onto rocks Green seaweed dances nearby The beautiful sea By: Hye Won Freezing cold water Thin layer of ice on top Fishies swim inside By: Ayesha