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The Pomodoro Technique On average, each Secondary School student spends approximately 39 weeks per year at school; about 7 hours per day during a 5-day week. This equates to only 16% of their time at school. Students spend 55% of their time in the care of their parents, with friends or on their own; well over triple the amount of time spent at school. The rest of the time is spent sleeping. Seven hours per day is a short time to gain the breadth of learning required for success, especially in the IGCSE, AS and A Levels. As students’ progress through their secondary years, they need to invest an increasing amount of their own time – in the evenings, during the weekend, and during holidays in their study. This extra time should be devoted to practice, to prepare, to create, and to extend. Therefore, secondary students take on an increasingly greater responsibility, with the assistance of parents, for being self-directed learners and managers of their own time. These are skills are essential for sustained academic success. However, for many students, time is an enemy. They race against the clock to finish assignments and meet deadlines. This puts immense pressure and stress on students and their families and a lack of time management can have a devastating effect on their learning. This month we have been looking at time management in our Year 9 – 11 Positive Education class and in particular, the Pomodoro Technique. This technique teaches students to work with time, instead of struggling against it. A revolutionary time management system, it is at once deceptively simple to learn and life-changing to use. Here is how it works: https://youtu.be/VFW3Ld7JO0w The Year 7 – 9 students have been exploring Mindsets Carol Dweck defines two types of Mindsets: Fixed and Growth. Fixed mindset has you believe qualities like intelligence and talent are fixed quantities that you’re born with, and there’s nothing much you can do to change them. The fixed mindset brings with it a host of negative flow-on effects on learning. On the other hand, a growth mindset, which we often see associated with successful people, encompasses the belief that you can learn to be more intelligent, improve your abilities, and develop talents. If you believe abilities, talents, intelligence and qualities like these are inborn and fixed, then you are likely to see successful people as inherently different from you. You couldn’t be like them because they have something you don’t. You perceive an unreachable gap between you and them. And why would you try to be like them if you know you don’t have “it”? Effort is futile in this situation. Fortunately, studies of the acquisition of excellence and high achievers in many fields have shown that success is in fact not the result of gifts or inborn talents. Everybody fails. It is how we respond that matters. With a growth mindset, we have the confidence to learn, the desire to improve through hard work and effort. The book, Peak by Anders Ericsson, is a wonderful study of genius. He believes that the human brain and body are incredibly adaptable and that if we continue to challenge both we can grow both. He agrees that innate talent is a myth. He says that exceptional individuals are just like any of us - they have the ability to develop their brains and bodies through effort. He writes about sports stars, mathematicians, musical prodigies, and the like and uses scientific evidence to prove his theories. He believes that you can master anything after 10,000 hours of practice. High achievers aren’t born - they are made. They have a belief in their own ability to improve (a Growth Mindset) and go about working in a way that achieves that improvement. Unlike people with a Fixed Mindset who see effort as a bad thing, high achievers see effort as a way to grow. In order to build their abilities successful people, put effort into things they can’t currently do – rather than rehearsing the things they can. They work in that sweet spot on the edge of their competence. This sort of practice is referred to as deliberate or purposeful practice. People with a fixed mindset fear the sweet spot. It is a place that could show up the limits of their ability. It requires risk-taking and the prospect of failure. But it’s only through working on the edge of their competence, on the things we can’t currently do, that we can hope to grow. Movie Review: The Witches. The Year 7 English students attended the movies last Friday as they are learning how to write a review. Here is Ben Moles’ review of Roald Dahl’s “The Witches”. “The Witches” is a combination of a horror/mystery and a humorous fantasy. This movie was novel-inspired by Roald Dahl and is an improvement of the 1990’s film of the same name. The 2020 “The Witches” was directed by Robert Zemeckis. The three main actors are, Anne Hathaway as the Grand High Witch, Octavia Spencer as Grandma and Jahzir Bruno as Charlie. This movie exceeded my expectations as I thought it was going to be your typical halloween witches chasing children story. This film was set in the 1960’s America. After the tragic death of Charlie’s parents, we follow him through the horror mystery feel of meeting witches. The plot will surprise you in many ways, so I won’t give away some of the important or fantastic scenes in this movie. The movie starts sort of slow and has a minimum amount of suspense. But all things change when Charlie and Grandma go shopping. This film sort of gives the message of “what you think isn’t real could be” as in “if you think something is or isn’t real, you could be wrong.” A lot of scenes surprise you in the fantastic acting in the film. Anne Hathaway delivers a spectacular performance as the Grand High Witch. She gives the role a lot of heart and she really makes you believe she is the Grand High Witch. Octavia Spencer also gives an exceptional performance as Charlie’s Grandma. Jahzir Bruno gives you the same remarkable performance as Charlie. During the film there are both child moments and mature moments, which gives the characters life. The cinematography is really good. Some of the amazing effects are the Grand High Witch’s arms and all transformations from humans to things. All of the edits are fascinating and it makes the movie a lot more witch themed. I would certainly recommend this movie to anybody over 9. Also, if you like reading Roald Dahl’s books, you should certainly watch this. Kids younger than 9 might find “The Witches” scary, but if you’re brave go for it. This movie is something you don’t want to miss and it worth seeing. 4 and a half stars. Written by Ben Moles – 7 Kakadus Design and Technology Projects (Product Design) Year 9 and 10 students were asked to design and build a handheld model racing car using metal.  They undertook this project to develop their problem-solving skills from concept to completion as well as the ability to critically apprise the entire design process. The project is useful because it prepares students for similar design-based tasks in the IGCSE examination and allowed students to gain experience with unfamiliar materials school magazines and processes. The project was inspired and influenced by similar projects undertaken by university aged students in the following. https://www.youtube.com/watch?v=l4ogSuGz8h0&feature=youtu.be Overall, our students achieved all the learning outcomes for this task and the final product delivered compares very favourably with those of older students shown in the video. Written by Daniel Lenihan – Design Technology teacher Electron Microscope: The Future of Microscopy What’s the tiniest thing you’ve ever seen? A pinhead, a thread of hair, or a speck of dust? If you swapped your eyes for the world’s most powerful electron microscope, you would be able to see things 100 million times smaller: viruses, bacteria, molecules... even atoms in crystals would be visible! Standard light-based microscopes, like the ones in a school lab, aren’t powerful enough to show things in such detail. It takes a significantly more powerful electron microscope, using beams of electrons instead of rays of light, to take us down to nano-dimension. The incredible detail these microscopes provide has led to advances in the fields of medicine and forensics. In this current global pandemic, many scientists are turning their attention to study the COVID-19 virus. Luckily, the electron microscope has come to the rescue, aiding scientists to observe the 3D protein structure of the virus. This will facilitate the design and development of a vaccine. This is one of the many breakthroughs to which electron microscopy is contributing. Thanks to the electron microscope, we will be enabled to make more biological discoveries. Advances in electron microscopy, whether through its ultrafast processes, better atomic resolution or stronger magnification at nanoscales, will set the stage for new science. Such developments will result in transformative scientific advances that will allow us to better address our needs as a species. Written by Benito Bilal - AS Level Biology student Graphic Design Excursions Over the past few weeks, I have been going to different places that have some sort of passion for graphic design. These places were Solar Land (an exhibit at the Thailand Creative and Design Centre), Conscious Design and Twodoors Studio. I went because I wanted to see the world of graphic designers. What I learned from Solar Land was how the Sun helps our daily lives with solar energy and the new technologies that include solar energy. I also learned from Wee Viraporn at Conscious that once you start to learn visual communication, you can call yourself a graphic designer. Two doors taught me how to take a product, make a logo and rebrand it. One highlight for me was at Solar Land where I saw all of the cool technology that could be powered by the Sun. What I’ve learned from these excursions is the world of graphic design and how it can be used in many different jobs. Graphic design has so many different uses such as branding, technology or even political movements. It leaves me the question - what job do I want to do in the graphic design community? Written by Mitchell Lee – Year 9 Maria The Creative Space Colour Poems – Year 7 English

Date: Saturday, 14th November 2020 Venue: Australian International School, Bangkok - Sukhumvit Soi 31 campus Participants: Representatives from different International schools in Bangkok and as far-off Rayong, three AISB parents, and an owner of a Language school ( 25 participants in total). Saturday 14th November was a historic day in Australian International School, Bangkok. AISB hosted a Jolly Phonics Introductory workshop for the very first time, inviting teachers from other schools to attend. The day started with participants being given an information pack and via videos, music, movement, games and activities the participants learnt about the Jolly Phonics program and how to implement it in a fun and engaging way. Drama games and phonics were linked with short/ fun activities such as Biddy, Biddy. Bop, Zip . Zap. Zop and ( the blended version…blip, blap, blop). The participants were shown how to use small whiteboards to get the best out of the children being taught. They learnt all the Jolly Phonics songs and actions and worked together on an interactive summation of the day’s learning. It was a busy day, punctuated with a 50-minute power cut that we managed to negotiate. All in all a happy and fruitful day of learning about the most used Phonics Program on the planet. Awarding of Certificate of Participation

This blog was written by Ms Jessica - Class Teacher, Nursery Rosellas In recent years, there has been an enormous amount of new research in neuroscience and education.  Neuroscience is a study of how brain activities affect human behaviour and learning. It has been proven that learning triggers a multitude of brain activity. To help students have a deeper understanding of their new knowledge, research has suggested that teachers should incorporate multisensory instruction in their teaching (Goswami, 2008, p.389). Usha Goswami,  professor of Cognitive Developmental Neuroscience at the University of Cambridge and researcher, gives an example from a study by James (2007, cited in Goswami, 2008) where he takes brain scans of children seeing an alphabet for the first time.  The brain scan identified mostly the visual functions of the brain that were heightened.  The children were then taught phonemic awareness, to recognize the letter and the formation of the letter. By introducing the different domains of understanding of the alphabet, the brain scans taken after the instructions proved a plethora of brain activity were heightened such as audio, kinaesthetic, and visual functions, just by viewing an image of the alphabet. Goswami believes that “Learning is Multisensory” (2008, p.389), and by incorporating multisensory instruction in teaching it can develop the learners' understanding of new knowledge in a holistic way. At Australian International School Bangkok, across the different levels, we practice multisensory instruction, and we believe that “Learning has many forms and is lifelong”, rather than through teacher-centred approach or through repetitive worksheets. “Our philosophy focuses on encouraging children to explore their environment through play and other learning experiences, expressing themselves through writing, construction, creative and performing arts, media arts, as well as developing their cognitive and manipulative skills.” (AISB STAFF MANUAL SY2020-2021, p. 18) Reference AISB, 2020. Staff Manual SY2020-2021AISB. Goswami, U., 2008. Principles of learning, implications for teaching: A cognitive neuroscience perspective. Journal of Philosophy of Education, 42(3‐4), pp.381-399.

What is the Student Council? The Student Council is a group of elected students working together with adult supervisors to assist the school community with events and ongoing issues. It gives opportunities for students to experience leadership roles and to act as the voice of the student body. The Council encourages us to be good citizens, students and leaders, and creates a pleasant and fun learning environment for everyone. Here are some of its main objectives: • To initiate and implement improvements in our school. • To develop and provide opportunities for leadership and service for students. • To encourage growth of leaders through participation and discussion. • To contribute to the educational experiences of students by providing them with positive involvement. • To develop student understanding and encourage them to be well-informed, honest, interested and active citizens. The projects in which the Student Council participates are those which promote harmony among all students. We are encouraged to speak up about school affairs and establish proposals, such as suggesting events to make our school a comforting and entertaining place. Members of the Council can make suggestions in Council meetings to be approved by the rest of the representatives, captains and adult advisor. Non-member students are also encouraged to suggest their ideas or express their concerns to their class representative or place them in the suggestion box, so it can be discussed in the council meetings Every year, students are elected to represent their class and act as members of the student council. The elections were held a month ago and the council had been up and running for a few weeks. We are excited to announce that we have a lot of new members! Mr. Greg hosted our initial council meeting and taught us about leadership. We discussed building camaraderie among students. In addition, we discussed the importance of being a good role model for other students by showing positive behaviour. We ended the meeting by establishing specific jobs, such as the meeting chair, secretary, event liaison, primary liaison and many more. These responsibilities were assigned to the co-captains and executives. Being a member of the Student Council in my previous school was an invaluable learning experience. I hope to get the chance to apply my leadership skills and personal qualities in the AISB Student Council and in the future. Participation has taught me soft skills that supplement what I learn in the classrooms. I am glad to be working alongside a bright and supportive team of students who work hard and are eager to provide the best service to the entire school community. This blog was written by Benito - 11 Namadji

Our 2020/21 Student Council is now in place and ready to lead and serve their fellow students. The 16 students from Year 5 to Year 11 who make up the council were formally invested at an Investiture Ceremony on Friday before their peers and their parents. Mr. Ryan Pond, Linfox Senior Project Officer, South East Asia, gave a wonderful guest presentation about Leadership, Service and Voice. His message resonated with our students who, like Mr. Pond did early in his career, are embarking on a leadership journey that will give them opportunities to communicate, plan and organize. These practical experiences will develop their leadership skills and allow them to effectively represent their fellow students. We look forward to each member making a contribution so that collectively the Student Council will give students a voice and provide them with a variety of interesting student-led activities. Congratulations to our 2020-21 Student Council representatives and thank you Mr. Ryan Pond.

International Week International days are occasions to educate the general public on issues of concern, to mobilise political will and resources to address global problems and to celebrate and reinforce the achievements of humanity. The existence of international days predates the establishment of the United Nations, but the UN has embraced them as a powerful advocacy tool. Each international day offers many actors the opportunity to organise activities related to the theme of the day. Organisations and offices of the United Nations system, and most importantly, governments, civil society, the public and private sectors, schools, universities, and more generally, citizens, make an international day a springboard for awareness-raising actions. In Year 7 and 8 Positive Education, the students discussed the importance of advocacy and altruism in our world. They then chose an International Day that interested them and created a poster for it. Their design brief meant that their poster should raise awareness about the issue in a symbolic way and that it should be colourful, creative, and inspiring. I think they did a pretty good job! You can see their efforts in the Clarendon foyer. Study Space We have introduced a Study Space for the Year 9 to 11 students in the run up to mock exams. I would encourage all students to take up this opportunity at least twice a week. Thank you to Ms. Jill for the initiative. New additions to Secondary School Uniform Additions to the Secondary School Uniform There will be additions to the uniform coming soon. We have a new cap with the Secondary logo on it, a girls tie, and a unisex tie. Secondary School Assembly Secondary School Assembly The October Secondary School Assembly took place on Tuesday at the Innovation Centre Hub. Our Executive Director, Mr Brenton addressed the audience on the theme of Resilience, and School Captains Calum and Sammy gave a report on the upcoming Investiture Assembly and discussed additions to the secondary school uniform. Minori and Kosuke from 10 Namadji, also spoke about their Global Perspectives team project. But the highlight of the assembly was Matilda Whitwell who performed the song “A Thousand Years” from the hit movie Twilight. She sang beautifully and was superbly accompanied by her mother Lisa on the keyboard. Congratulations to the Secondary School Academic awards winners for October. The Creative Space Descriptive Writing “Along the Khlong” It was a hot day. The scorching sun was radiant, the sky cloudless, and a light blue glaze poured over the city. We walked towards the khlong’s nearest boat station. Opaque water passed through the narrow canal. The water was green - dark in the shadow of the trees and paler in the sunlight – but, still green. Against the choir of birds welcoming to the new day, a gentle murmur of water can be heard; an base accompaniment to the melody above. As I threaded slowly across the squeaky wood planks of the station, water poured out of the gaps. Then I heard the loud noise of an outboard motor coming from a distance. An old motorized wooden boat was dashing along the canal. The boat announced its arrival with a huge wave of water. I regretted my wardrobe choice of closed shoes and jeans – they were soaked. On the boat, I couldn’t hear myself. The outboard motor was deafening. I stood, holding tightly to metal grab handle, trying to keep my balance on the wobbly boat. The seats were full and sellers were holding onto goods, such fresh fruit and sweets. At least their fragrance masked the foul smell of the polluted canal! As the boat dashed through the canal, we were treated to the sight of the bustling metropolis from a new perspective. It was a whistle-stop tour of the city; we passed museums, and traditional markets, bypassing the stationary traffic on the roads. We stopped at Central Pier to wander among the food stalls and to enjoy local flavours. I opted for sweet pad thai for lunch. The journey also took us through slums, tucked behind the trees in the shadow of the skyscrapers. There were villages of congested, deteriorating houses. The canal lanes got narrower and the houses we passed were deprived of the natural gift of sunshine and fresh air. They were composed of scraps of wood, gunny sacks, metal, or other waste materials. The clumps of floating trash make the canal even narrower and the sewer water stagnated in open surface drains, emitting a horrid smell. Deep in the city, after the next few stops, the landscape completely changed. We emerged from the canal into the famous Chao Praya River. My gaze shifted to the majestic, dazzling temples. We passed from the typical chaos of the big city to the peace of the monks and those who gathered there to pray. I felt somewhat spoiled by the gift of witnessing this multitude of complex architecture and jubilation of colours. As we arrived at our destination, Wat Arun Temple, I could smell the sweet fragrance of the lotus flowers that were scattered all around the temple. Aggressive car horns were replaced with the unmistakable and elegant sound of the Thai bells, evoking the gods, keeping the evil forces at bay and good ones near. Written by Benito - Year 11 AS English How do you learn? Every individual is unique. Each has their own ‘style’ of learning. Your learning style is the one that works best for you. Learning styles can be divided into three types. Everyone has a mix; some have a dominant style of learning; some learn equally using all styles. The styles are: VISUAL - When you learn best by looking at things. If you are a visual learner you prefer learning by seeing overdoing things hands-on, or hearing them. AUDITORY - You learn best by hearing. Hearing instructions, having group discussions, oral learning in general suits you best. KINESTHETIC - If you are a kinesthetic learner you learn hands-on, and interact physically with your work. Writing, notetaking, role-playing, you work better directly interacting with what you learn. I am a kinesthetic learner. I work best by physically interacting with my learning. Now that I know what my learning style is, I can do homework in a way that I know suits me, and I’ve been doing much better because of that. In class, I’ve been understanding and taking in more information than I used to. My learning is now a fun and efficient process, really all because I know which style is for me. And that’s all. Thanks for reading! Written by Nayel - 7 Daintree 10 IGCSE Global Perspectives Minori and I study Global Perspectives. It’s an interesting subject in which we think about different world issues and how they affect people’s lives. As part of our course, we need to come up with a project that addresses a social problem. We felt that it would be relevant to think about how we can encourage students in school to remain vigilant in protecting themselves against Covid19. We decided that a banner in the playground would be a good visual reminder to us of all the good steps we can take to look after ourselves and each other. We decided to include 4 safety guidelines that we want to emphasize: wear a mask; always cough in the elbow; social distance and handwashing. In the fight to stop COVID-19, children and young people can play a key role. We must be responsible and we must stay alert. We can reduce the risk of the spread of infection. And if we all play our part we can feel safe as we study. We don’t want to return to learning from home! We are proud to say that these banners will be displayed not only in this campus but also in Soi 20. And we are looking forward to talking with the small kids about their part in the fight against covid. We hope you like our poster. Written by Kosuke – 10 Namadji

This blog was written by Ms Shelby - Class Teacher, Kindergarten Quolls In our Kinder Quoll’s class, we are encouraging children as they continue to develop their independence in completing tasks for their health, hygiene, and physical well-being. We help children accomplish these tasks with as much assistance as needed for each child’s individual development and needs. As children learn and make errors or accomplish a new skill, our classroom staff is there to gently correct and encourage them or praise them for their persistence in learning a new skill. A few of the skills we have been focusing on in our classroom are settling into the morning and taking off and putting on our shoes. As children come into the classroom they are greeted by our classroom staff and then encouraged to begin to settle in before going to play. This routine usually stays the same so that children can learn the routine and remember the steps. Children are encouraged to take off their backpacks or asking for help if their bags have snaps that need to be undone. Removing their water and placing it in our designated spot and then being responsible for putting their backpack in their cubby. Next children learn to sit on the floor to safely remove their shoes without tripping, slipping, or falling over. The children then know that their shoes are to go on our shoe shelf, and then their hands should be cleaned before playing. Staff are always present assisting children as needed but encouraging them to take appropriate risks in completing their routine. One of the biggest ways we have been encouraging independence inside and outside of the classroom is by having children take off and put on their shoes. As stated above, for taking off shoes we encourage children to sit so that they can focus on the task of taking off their shoes instead of worrying about balancing and taking off shoes simultaneously. This task can at first feel overwhelming for children, and sometimes for parents or caretakers as well, so using the same steps and guiding phrases will help as children learn this routine. Starting by sitting down with our shoes, showing or telling which shoe goes on which foot, and then looking at our feet, shoes and hands the whole time we are putting them on is very helpful. Depending on the kind of shoe children use will change how we model, but shoes often require a hand holding the top and/or the back near the heel. If there are loops or straps to hold I encourage children to use these as they push or wiggle their foot into the shoe. The last step can often be forgotten as children celebrate getting their foot into their shoes, and this is making sure any straps are secured so their foot doesn’t come sliding back out! Once both shoes are on we like to use encouraging phrases such as, ‘You did it!’, ‘I saw that you worked so hard to put on your shoes. Sometimes we work hard to do something.’, ‘I am so proud of you for trying to put your shoes on by yourself! It is so good to learn new things.’ Any new skill young learners are in the beginning stages of can take time and patience from all involved, but their smiles and sense of accomplishment when they’ve mastered a new skill is unmatched!

The expected attention span of young children often comes as a surprise to most people. Many assume it should be longer, but like anything else a child learns, e.g. crawling, walking, talking etc, it takes time and practice to develop. Parents and teachers alike can become frustrated when children won't sit still or concentrate for large amounts of time, particularly when the activity doesn't interest them. It's important to remember what is considered developmentally normal, as well as why something isn't holding their attention. Some hints and points to remember: Celebrate small wins each time a child concentrates in play or on a task. Reduce screen time - this is unfortunately linked to reduced concentration skills, and doesn’t provide sufficient practice as it is considered ‘passive entertainment’ as the brain doesn't have to do the work. Children are more likely to focus if they enjoy what they are doing, which is why learning through play is so effective! It is also why focusing on strengths and interests ensures genuine engagement for longer. You just can't "force" a child's attention span - it takes support, understanding and facilitating. Keep in mind that environmental, situational and physical aspects can impact on a child’s attention span, e.g. feeling sick, being too hot/cold, a noisy environment, tiredness, being hungry, or needing to go to the toilet Developing a good attention span can have a positive impact on future life-long learning Written by Ms. Sheridan - Head of Early Childhood Education (Nursery & Kindergarten)

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

What is Jolly Phonics? Jolly Phonics is a synthetic phonics program that teaches reading and writing via sound to letter correspondence. As a multi-sensory program, Jolly Phonics uses a combination of senses to teach reading and writing. The sounds are taught in a specific order (not alphabetically) which enables children to begin building words as early as possible. What are the benefits of Jolly Phonics? Children learn to read and write at a faster and more meaningful rate. They learn that letters have individual sounds and when those sounds are blended together, they become words. As an example, a Year 1 class might learn a letter sound every day. along with an action for the sound and a song for the sound.  Children do not just learn the sound in isolation, they also have a specific action and a song to help them remember and they learn the correct letter formation at the same time. About our Jolly Phonics Workshop: The Australian International School Bangkok would like to invite teachers and parents to our Jolly Phonics Workshop. Anyone is welcomed to join the workshop, including teachers and parents outside the AISB community. Join our workshop to learn more about effective methods for teaching Jolly Phonics, hosted by Mr John Chambers - a U.K Certified Jolly Phonics Trainer with over 30 years of experience as a classroom teacher. Workshop Participants will learn: The five main components of Jolly Phonics Tips and tricks to keep students motivated How to teach Jolly Phonics with minimal resources Key Jolly Phonics Topics Covered: Tricky words Identifying the sounds in words Letter formation Letter sounds Blending Workshop Details: 🗓 Date: Saturday 14th November ⏰ Time: 9am - 3pm (morning tea and lunch provided) 💰Cost: 3,500THB 👉10% Discounts for registrations before 15th October .Register here: https://forms.gle/AD7dNDQ914bzNBtYA or scan the QR code For further information or questions, contact Miss Suzete: suzete@australian-isb.com | 02-663-5495-7

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