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  • FAQs | AISB

    Frequently Asked Questions We understand that choosing the right school for your family is a big decision. We invite you to explore our FAQs page to help you learn more about our boutique international school. Contact Us

  • Sport Clubs and Academies | Australian International School Bangkok

    AISB 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. ​ The Coaches Squads will be coached and trained by our aquatics staff: Mr. Andre du Toit Mr. Jonathon Kelly Ms.Panitiyakorn Khumkaew (Mony) ​ For Further Details: Contact Mr.Andre du Toit – 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. ​ For Further details, please contact: The head coach, Nuno Mourinho, Or the team manager, Mr. Sean Geraghty Sport Clubs and Academies: About Us

  • Contact | Australian International School Bangkok

    CONTACT US Our school is currently open for school visits and virtual tours. Complete the enquiry form below and we hope to see you soon! ​ Soi 20 Campus: Nursery to Year 1 (18 months to 5 year-olds) Soi 31 Campus: Year 1 to Year 12 (students aged 5 and above) Preferred Campus First and Last Name (Parent) Relationship to student Email Phone Number Student name and date of birth How did you first hear about AISB? Preferred School Visit Date Please select your available visit time(s) 8:00 - 9:30 10:00 - 11:30 13:00 - 14.30 Other (please specify) Additional Comments Submit Thanks for submitting your enquiry. We will be in touch within 1-2 business days. Contact: Contact SCHOOL PROSPECTUS Download our school prospectus to learn more about our campuses, curriculum, specialist classes, facilities and admissions process. Download School Prospectus AISB CAREERS Interested in a career at the Australian International School Bangkok? We have multiple positions open throughout the year for qualified teachers, teacher assistants (TAs), school administrators and more. Please send through your CV and cover letter to See Open Positions SUKHUMVIT SOI 20 CAMPUS The Australian International School Bangkok Soi 20 162/2 Soi Sukhumvit 20 Klong Toey Bangkok 10110 Thailand Phone 1: 02-260-4575 Phone 2: 02-663-5495 – 7 Fax: 02-258-1450 Email: View Map SUKHUMVIT SOI 31 CAMPUS The Australian International School of Bangkok Soi 31 319 Soi Sukhumvit 31 Wattana Bangkok 10110 Thailand Phone: 02-662-2827 Mobile 1: 06-1820-6049 Mobile 2: 09-9218-1546 E-mail: View Map RAMINTRA CAMPUS AISB International School Ramintra 999 Watcharapol Ramintra Road Tha-Raeng, Bangkhen Bangkok 10230 Thailand Phone / Fax: 02-509-4276 E-mail: Website: View Map

  • Kindergarten | Australian International School Bangkok

    KINDERGARTEN Our Curriculum Kindergarten classes cater for children aged 3 to 4 years of age. Kindergarten is the transition year between early education and the primary program. Our Kindergarten program is guided by the Early Years Learning Framework and provides a rich and engaging child-centred environment where children’s learning is embedded in play experiences. Learning activities are planned through inquiry units and a skills-based Pre-Literacy Program for children to build skills, knowledge and understanding in the social, emotional, physical, cognitive, mathematical, language and communication domains. Kindergarten: About Us LEARNING FOCUS In Kindergarten, children continue to build a strong sense of identity and connectedness to their world. There is a focus on wellbeing, linked with resilience, providing children with opportunities to manage change and to respond to challenges in a positive, supportive environment, building their confidence and optimism. ​ Active learning in Kindergarten fosters curiosity, problem-solving, creative thinking and investigation processes. The development of language, literacy and numeracy is essential. Exploring and engaging with literacy through reading, viewing, listening, writing, speaking and creating in personally meaningful ways supports kindergarten children to become effective communicators. Similarly, they begin to appreciate and develop skills in numeracy – the capacity and confidence to use mathematics in everyday situations. SPECIALIST CLASSES Together with their homeroom program specialist classes provide further opportunities to develop the breadth and depth of the students’ skills and understandings in Kindergarten. Kindergarten children continue to engage in Library, Music, Swimming and the Perceptual Motor Program. Thai Language and Culture is introduced by the Specialist Early Years Thai Teacher. COMMUNITY PARTNERSHIP Families receive regular communication from the home teacher about their child’s program and progress. You are encouraged to be active partners in your child’s educational journey. Families are encouraged to participate in a wide range of celebratory events. Kindergarten: Activities

  • Early Years | Australian International School Bangkok

    EARLY YEARS Developing a foundation in learning for our youngest students At the Australian International School Bangkok, we use the Australian Early Years Learning Framework ‘Belonging, Being and Becoming’ as our guiding curriculum document. AISB fosters a safe, nurturing learning environment for children from all backgrounds and abilities. We believe that the early years are a vital period in a child’s learning and development, and provide the foundation for life-long learning. Early Years: About Us EARLY CHILDHOOD EDUCATION AT AISB Developing the foundation skills for future learning The early years of education are vital ones, in which children acquire the foundation skills for future learning. At AISB we recognise the importance of ensuring that our youngest students take the first steps in their educational life in a stimulating, nurturing and vibrant environment. This is the time when children enter into a social world that extends beyond their family. It is when they are trying to establish themselves as members of a peer group community. It is when they form crucial attitudes in learning and to themselves as learners. ​ By the end of the early years of education, children will have reached important decisions about their own abilities and worth which they will carry with them into their Primary Education. Our responsibility then, is to ensure that our youngest students have a warm, supportive yet challenging environment, and this is guided by principles drawn from The Early Years Learning Framework for Australia. Early Years: About Us EARLY YEARS LEARNING FRAMEWORK FOR AUSTRALIA Children learn when they are having fun, experience success, feel secure and have a sense of belonging. ​ Imagination, wonder and curiosity are encouraged by creativity, child-centred, play based, hands-on learning. ​ Thinking is at the heart of all inquiry. Children are encouraged to connect and contribute to their world through inquiry and discovery. ​ Children have authentic opportunities in a range of curriculum areas to develop their thinking and problem-solving skills. They are actively involved in gathering and processing information using all their senses. ​ Children learn to be socially responsible and to show respect for others and their environment. ​ Children take risks to develop their social, emotional and physical well-being. They are supported in developing skills of independence, resilience and perseverance. Early Years: About Us BELONGING, BEING AND BECOMING Referring to The Early Years Learning Framework for Australia: Belonging, Being and Becoming early childhood education at AISB has a strong emphasis on play-based learning as play is the best vehicle for young children’s learning, providing the most appropriate stimulus for brain development. The framework also recognises the importance of communication and language (including early numeracy and literacy) and social and emotional development. ​ Belonging – children feel that they belong because of the relationships they have with their family, community, culture and place. ​ Being – is about living here and now. Childhood is a special time in life and children need time to just be – time to play, try new things and have fun. ​ Becoming – is about the learning and development that young children experience. They start to form their sense of identity from an early age, shaping the type of adult they will become. Early Years: About Us DISCOVER OUR EARLY LEARNING CURRICULUM Early Years: Activities NURSERY 1 & 2 Learn More KINDERGARTEN Learn More

  • Our Campuses | Australian International School Bangkok

    OUR CAMPUSES We believe in providing a nurturing and enriching environment for our students to learn, experiment, grow and innovate. We invite you to explore our high quality facilities and grounds across our 4 campuses. Enquire Now Book a School Visit SUKHUMVIT SOI 20 CAMPUS Nursery 1 to Year 1 Starting school for the first time is a big step for our early years students. Learn more about how we prepare our youngest students to start their learning journey at AISB. Explore SUKHUMVIT SOI 31 CAMPUS Year 1 to Year 12 The Sukhumvit Soi 31 Campus is nestled in a quiet, leafy, residential area in the heart of Bangkok. The campus caters for children from Year 1 to Year 12. Explore KOALA INTERNATIONAL KINDERGARTEN RAMINTRA CAMPUS (MANAGED BY AISB) Nursery 1 to Foundation Our Ramintra campus provides an enriching environment for all students, where all members of the school community are valued for their individuality, culture and heritage and encourage to develop to their full potential in a stimulating and caring educational environment. Mid-size schools have the scale to deliver quality while still retaining the personal touch. We see this as crucial to successful education outcomes. Contact Us Our Campuses: Activities AISB INNOVATION AND SPORTS CENTRE AISB Sports Centre and AISB Innovation Centre which are facilities shared by both campuses. AISB’s rich and future focused curriculum nurtures children’s curiosity, creativity and problem solving skills. Our Science, Technology, Engineering, Arts and Mathematics (STEAM) program is infused across all aspects of our curriculum, with formal classes at the Innovation Centre commencing at the Soi 31 Campus. Learn More Our Campuses: Our Mission CONTACT OUR SCHOOLS We can't wait to show you our school! Contact us today to book a private tour or request more information. Enquire Now Our Campuses: Activities SUKHUMVIT SOI 20 CAMPUS The Australian International School Bangkok Soi 20 162/2 Soi Sukhumvit 20 Klong Toey Bangkok 10110 Thailand Phone 1: 02-260-4575 Phone 2: 02-663-5495 – 7 Fax: 02-258-1450 Email: View Map SUKHUMVIT SOI 31 CAMPUS The Australian International School of Bangkok Soi 31 319 Soi Sukhumvit 31 Wattana Bangkok 10110 Thailand Phone: 02-662-2827 Mobile 1: 06-1820-6049 Mobile 2: 09-9218-1546 E-mail: View Map RAMINTRA CAMPUS Koala International Kindergarten (managed by AISB) 999 Watcharapol Ramintra Road Tha-Raeng, Bangkhen Bangkok 10230 Thailand Phone / Fax: 02-509-4276 E-mail: View Map

  • Admissions | Australian International School Bangkok

    Admissions: About Us TUITION AND SCHOOL FEES We understand that investing in your child's education is a big decision for all families. We thank you for considering the Australian International School of Bangkok and we hope you will decide to join our school community. If you have any questions regarding school fees, please do not hesitate to contact us. SOI 20 CAMPUS SCHOOL FEES (2023/2024) Nursery 1 to Year 1 View Fees SOI 31 CAMPUS SCHOOL FEES (2023/2024) Year 1 to Year 12 View Fees LEARN MORE ABOUT ADMISSIONS AT AISB Looking for more information about enrolling at the Australian International School Bangkok? Visit our admissions page to learn more about our admissions process and requirements. Learn More CONTACT OUR SCHOOLS We can't wait to show you our school! Contact us today to book a private tour or request more information. Enquire Now SUKHUMVIT SOI 20 CAMPUS The Australian International School Bangkok Soi 20 162/2 Soi Sukhumvit 20 Klong Toey Bangkok 10110 Thailand Phone 1: 02-260-4575 Phone 2: 02-663-5495 – 7 Fax: 02-258-1450 Email: View Map SUKHUMVIT SOI 31 CAMPUS The Australian International School of Bangkok Soi 31 319 Soi Sukhumvit 31 Wattana Bangkok 10110 Thailand Phone: 02-662-2827 Mobile 1: 06-1820-6049 Mobile 2: 09-9218-1546 E-mail: View Map RAMINTRA CAMPUS Koala International Kindergarten (managed by AISB) 999 Watcharapol Ramintra Road Tha-Raeng, Bangkhen Bangkok 10230 Thailand Phone / Fax: 02-509-4276 E-mail: Website: View Map

  • Remote Learning | Australian International School Bangkok

    REMOTE LEARNING AT AISB The transition to remote learning is challenging for families. Parents/Guardians need to think differently about how to support their children; how to create structures and routines that allow their children to be successful; and how to monitor and support their children’s learning. Some students will thrive with distance learning, while it may be more challenging for others. Please read through our available materials below to help support your families through our remote learning experience. REMOTE LEARNING GUIDELINES FOR PARENTS Read More SUPPORT FOR FAMILIES (5 LANGUAGES) Read More REMOTE LEARNING APPROACH Read More COVID-19 LATEST UPDATES Read More Remote Learning: List GUIDELINES FOR AISB PARENTS The guidelines provided below are intended to help parents/guardians think about what they can do to help their children find success in a distance learning environment. 1-Well-being Always Comes First ​ The first priority for all of us is the health and wellbeing of our children (physical, mental, emotional). We believe academic learning is important, but not at the expense of our children’s welfare. ​ 2- Define a supportive physical space for learning We encourage families to establish a space/location where their children will learn most of the time. This should be a public/family space, not in a child’s bedroom. It should be a place that can be quiet at times and have a strong wireless internet signal, if possible. Above all, it should be a space where parents/guardians are present to support their children’s learning. ​ 3- Plan the Work and Work the Plan Much stress can be relieved when children have a planned routine. Students and families should develop a schedule for the day and the week to help students prioritize goals, tasks and deadlines. In the schedule, include regular times to exercise/move and periodic breaks. It is important that parents set these expectations with their children as soon as distance learning is implemented. ​ Parents are encouraged to start and finish each day with a simple check-in. In the morning, ask what is your child learning today? What are their learning targets or goals? How will they spend their time? What resources do they require? What support do they need? This brief grounding conversation matters. It allows children to process the instructions they have received from their teachers. It helps them organize themselves and set priorities. Older students may not want to have these check-ins with parents (that’s normal!), but they should nevertheless. Parents should establish these check-ins as regular parts of each day. Not all students thrive in a distance learning environment; some struggle with too much independence or lack of structure. These check-in routines need to be established early, before students fall behind or begin to struggle. ​ 4- Keep a Healthy Balance with Technology Be intentional about scheduling time for children to move, exercise, explore and rest. Build healthy limits into the daily routine. Monitor how much time your child is spending online. Distance learning does not happen solely online but mixes online, offline and blended learning opportunities so our intention is not to have children on the screen all day long. ​ 5- Stay in the Loop and keep in touch AISB teachers will keep communication with parents and students as concise as possible. Read the information they are sending. Teachers will communicate with parents through email SeeSaw and Google tools when and as necessary. The frequency and detail of these communications will be determined by children’s ages, maturity, and their degree of independence. AISB wants parents to contact their children’s teachers. However, we ask parents to remember that teachers will be communicating with many other families, and that communications should be essential, succinct, and self-aware. ​ 6- Maintain social interactions Help your children maintain contact with friends and see them in person when circumstances permit. Please also monitor your children’s social media use, especially during an extended school closure. Older students will rely more on social media to communicate with friends. Social media apps such as Instagram, WhatsApp, or Facebook are not official, school-sanctioned channels of communication. All of them have age restrictions and therefore require parental consent. Remind your children to be polite, respectful, and appropriate in their communications and to represent your family’s values in their interactions with others. ​ 7-Model being a non-anxious presence It is understandable that we all are stressed during a school closure, we know from research that when we are stressed, we cannot learn. One of the ways to help our children relax is to model a non-anxious presence for them by*: Make enjoying your child your priority Don’t fear the future Commit to your own stress management Make peace with your worst fears Adopt a non-judgmental acceptance ​ The good news is that calm is contagious, and it is one of the best ways to help our children avoid high levels of anxiety is to effectively manage our own. ​ 8—Take an active role in helping your children process and own their learning Your child will continue to engage with other students or adults through distance learning. These social interactions and opportunities for mediation include turning to a peer to exchange a thought or idea, participating in small or large group discussions, asking questions for clarification, collaborating on group projects, and countless other moments. While some of these social interactions will be re-created on virtual platforms, others will not. Human beings learn best when they have opportunities to process their learning with others. Beyond the check-ins recommended at the start and end of each day, parents should regularly circle back and engage with their children about what they are learning. However, it is important that you child owns their work; don’t complete assignments for them, even when they are struggling. ​ Reference: The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives, Ned Johnson and William Stixru, Penguin, 2019 Remote Learning: Text SUPPORT FOR AISB FAMILIES We want to ensure that every family is supported throughout their remote learning experience. Please see below a short note translated in 5 languages which outlines the support available from AISB. Dear Parents If you or your child is having difficulty understanding any information sent to you about the school closure or difficulty understanding the teachers’ instructions or problems with the remote learning , please contact Ms. Shailly at Soi 31 [or Ms. Malini at Soi 20. Please let us know if you would like additional assistance for your child. Regards Brenton Hall Director Thai เรียน ท่านผู้ปกครอง หากทางท่านผู้ปกครองหรือนักเรียนท่านใด มีปัญหาในความเข้าใจเกี่ยวกับอีเมลของทางโรงเรียนทั้งในเรื่องการปิดของโรงเรียนหรือเกี่ยวกับข้อแนะนำในการเรียนการสอนของคุณครูประจำชั้น กรุณาติดต่อ Ms. Shailly at Soi31 and Ms.Malini at Soi20 ขอแสดงความนับถือ Korean 친애하는 부모님께 학부모 또는 자녀가 학교 폐쇄에 관한 정보를 이해하는 데 어려움이 있거나 교사의 지시 또는 원격 학습에 관련된 문제를 이해하는 데 어려움이있는 경우, Soi 31의 Ms. Shailly 또는 Soi 20의 Ms. Malini에게 문의해 주시기 바랍니다 귀댁의 자녀를 위해 추기로 도움이 필요한 경우 알려주십시오. 교장 그렉 올림 Japanese 保護者の方々へ お世話になっています。明日から始まるオンラインでの授業について、担任の先生からのメールでの説明やオンラインの授業の操作の仕方に問題がある方は、ソイ20キャンパスに通われている方はミス マリーニ、ソイ31に通われている方は、ミス シェリーにご相談ください。また、日本語でご希望の方は、私、ギルマン陽子 ( ) がお答えしたいと思っています。どうぞよろしくお願いいたします。 お子さんのために、特別にアシストが必要な方は是非お知らせください。 尊敬的家长: 如果您或您的孩子对于学校停课期间发布的信息或者对老师的网络课程的内容有任何疑问,请联系31巷校区的Shailly女士或者20巷校区的Malini女士。 如果您有任何意见或建议也请及时联系我们。 此致 敬礼 董事长: Mandarin 尊敬的家长: 如果您或您的孩子对于学校停课期间发布的信息或者对老师的网络课程的内容有任何疑问,请联系31巷校区的Shailly女士或者20巷校区的Malini女士。 如果您有任何意见或建议也请及时联系我们。 此致 敬礼 董事长: Remote Learning: Text REMOTE LEARNING APPROACH Guidelines for Teachers during Remote Learning ​ Simplify our approach Where are we going (planning the learning experiences, assessments) Where are the students now (knowledge, skills, understandings) How can we close the gaps (teach / reteach, provide individual feedback or tiered feedback ​ Be flexible ​ Respond to student needs rather than ‘cover’ the curriculum (we are only teaching and assessing essential learning) ​ Identifying Essential Learnings Based on your remote teaching experience so far, identify what you believe you can teach (and more importantly, what students can learn) by the end of the school year. Assume that we are in distance learning through the end of the school. Focus on the essential learnings for students moving to the next grade (What has to be delivered) ​ Assessing Online – Some Considerations Evidence of learning should not only be through summative tasks. You know your students better than anyone and any assessment task. In assessing students’ learning and needs, trust your professional judgement. ​ Students demonstrate learning and needs through: Participation in video conferences Interactions, documents, audio, visual, chats, presentations, Q&A, Extra q’s, Exit q’s Keep evidence of learning habits and performance (separately) Consider using a variety of formats to ensure the validity of assessments Consider designing assessment tasks that aren’t “google-able” to increase your confidence in their validity: develop some performance templates. Video and audio recordings of students may provide more clues than written work Handwritten work that is photographed may also give teachers more confidence in its authenticity; it has the added advantage reducing screen time Consider contacting parents with the assessment instructions and explain their role in ensuring that students will complete the assessment independently Remote Learning: Text

  • IGCSE FAQs | Australian International School Bangkok

    IGCSE Frequently Asked Questions (FAQs): What is the IGCSE? The Cambridge International General Certificate of Secondary Education (IGCSE) is the world’s most popular international qualification for 14 to 16 year olds. It attracts almost 500,000 entries from 144 different countries every year. The IGCSE is designed to be taught as a two-year course beginning in Year 9 and culminating in external examinations in Year 10. In some subjects there is a choice between core and extended curricula, making the IGCSE suitable for a wide range of abilities. Students can enter examinations for the level that is most appropriate for them and this need not be the same across all subjects. Cambridge IGCSE is an international passport to progression and success. It is recognised by leading universities and employers worldwide as evidence of academic ability. Cambridge IGCSE provides the perfect springboard to the Cambridge Advanced stage, typically for learners aged 16 to 19 years, as well as the International Baccalaureate diploma and other post-16 routes. Within Cambridge Advanced, learners can choose from a range of 55 Cambridge International A Level subjects. Cambridge IGCSE helps improve learner performance by developing skills in creative thinking, enquiry and problem solving. ​ ​ How are the students assessed in the IGCSE? Cambridge IGCSE assessment takes place at the end of the course and can include written, oral, coursework and practical assessment. This broadens opportunities for students to demonstrate their learning, particularly when their first language is not English. In many subjects there is a choice between core and extended curricula, making Cambridge IGCSE suitable for a wide range of abilities. Grades are benchmarked using eight internationally recognised grades, A* to G, which have clear guidelines to explain the standard of achievement for each grade. Cambridge IGCSE examination sessions occur twice a year, in June and November. Results are issued in August and January. ​ What does core and extended curriculum mean? The core curriculum is based on an overview of the subject and is suitable for students expected to achieve grades C to G. The extended curriculum is more challenging and designed for students who are expected to achieve grades A* to C. This is in line with the School’s focus on differentiation and students can choose either stream according to their ability. Students will generally make that choice in Year 10 after consultation with their parents and teachers. Beforehand we will teach all students the extended curriculum. ​ How are the exams marked and graded? Some exams are marked on paper and some (such as multiple-choice exams) are marked automatically by a computer. But for any exam, every student’s work is marked in the same way. Cambridge examiners are teachers or experts in their subject, and they are carefully selected and trained. It is vital that they all mark to the same standard so that they can award the right mark to every student every time. After all the marking has been done, grades are set. They use a mixture of statistical evidence and expert judgement to agree on grade boundaries. Exam papers can vary slightly in difficulty, so care is taken to set the grade boundaries in the right place, so students don’t get a lower grade just because the paper they sat was more difficult than the year before. ​ ​ Does the IGCSE prepare the students for further study? The IGCSE provides the perfect springboard to the Cambridge International AS and A levels, the International Baccalaureate Diploma Program and all Higher School Certificates in Years 11 and 12. The IGCSE is also used as a benchmark for entry into many UK universities. Does my child get to choose the subjects they study? There are over 70 subjects available at Cambridge IGCSE, and schools can offer them in any combination. At AISB, the first cohort is very small which will limit the amount of choice the students can make. However, course selection can be influenced by results in previous reports, discussion of student’s strength and weaknesses, interest in subject area and career aspirations. How much will it cost? Cambridge International charges an entry fee per syllabus per student. Schools usually also add an administration fee which includes the transportation of exam materials to and from the UK. The amount is approximately THB 2,500 per subject. ​ What does my child receive at the end of the course? Your child will receive an embossed certificate which can be used in a student portfolio for employment and further study. IGCSE FAQs: Text

  • Student Support Services | Australian International School Bangkok

    STUDENT SUPPORT SERVICES At AISB, academic achievement is balanced by the school’s emphasis on personal growth and socio-emotional development. Students are challenged and encouraged to discover their individual interests and abilities by teachers committed to developing their students as well-rounded individuals who are confident, creative and collaborative members of the school community. Student Support Services: About Us EAL PROGRAM - ENGLISH AS AN ADDITIONAL LANGUAGE There is a full time EAL teacher on each campus. These teachers assess the language learning needs of all students for whom English is not their native language; they develop appropriate curriculum aligned programs to assist non- English speakers; they work closely with the Homeroom teachers and the families and when students reach and independent level of communication in English, they graduate from the program. ​ The Language & Literacy levels have a strong focus to begin on the development of ‘spoken-language’. As students acquire more skills, the focus shifts to the development of more ‘written-like’ language. ​ General English: 3 times a week Intensive English: 5 times a week ​ The duration of our EAL program is 45 minutes per class with a maximum of 6 students in each class. LS - LEARNING SUPPORT The learning support department was created for cases where a child may need additional support to reach their full potential. The aim of the Learning Support Department at AISB is to ensure that these student’s are provided with the appropriate environment and tools that they need to access the curriculum and continue growing in their learning. ​ Our guiding principles include: respecting confidentiality, focussing on strengths to overcome weaknesses and nurturing students as individuals. ​ The Learning Support Department functions by: Providing targeted 1-1, small group, and in-class support Creating Individual Learning Plans that outline the learning strategies and learning goals Communicating with parents, administration, teachers, and students to ensure that the learning plan is implemented and updated Supporting teachers with differentiation strategies, implementing accommodations, and providing resources Providing referrals for external assessments as needed ​ ​ ACCESS AND INCLUSION PROGRAM Our Access and Inclusion program helps students with identified learning disorders as well as students who are seen as needing extension in their academic work ​ As students progress through academic year groups, learning becomes more complex and some students may show that they need intervention and support for identified Learning Support needs. These needs can manifest in many ways, such as dyslexia, for example or other identifiable learning disorders which cause issues for the student’s learning progress. ​ The school's Access and Inclusion teacher provides help to the teachers of the student and to the student, in some cases psycho-social assessments are conducted by outside specialist services who can provide therapy in various areas of special need, such as Speech therapy and Occupational therapy. In every case, the outside providers work with the school’s Access and Inclusion teacher, the Homeroom teacher and the parents in a collaborative way. Student Support Services: Activities

  • Protocols & Response Plan | AISB

    AISB SAFE RETURN TO CAMPUS School Covid-19 Protocols and Response Plan Topics Covered: Isolation Care Rooms ​ Distancing ​ Mask Wearing ​ Hand Washing ​ Cleaning ​ Additional Hygiene Protocols ​ Meals & Celebrations ​ Bubble & Seal ​ Response Plan ​ Procedure After High Risk Assessment ISOLATION CARE ROOMS Location:​ ​​​ Soi 20: BMAS Music room ​ Soi 31: Creative Space ​ Innovation Centre / Secondary Campus: Music Room ​ Use: ​ ​​ Students who arrive at school and do not have authorized access to enter school will be taken to the Isolation Care Room by the School Nurse to await pick up by parents. ​ Students who have a temperature above 37.5 degrees Celsius will be taken to the Isolation room by the School Nurse to await pick up by parents. ​ Students who show symptoms of possible Covid 19 will be taken to the Isolation room by the School Nurse to await pick up by parents. ​ Isolation Area Safety Protocols: ​​ The nurse will wear a PPE suit ​ The room will be sanitised and cleaned after each use. ​ The room is located away from other common and class areas. DISTANCING Classroom furniture is arranged to allow for social distancing (1.5 metres) with desktop screens in place to provide further protection. ​ Students will sit in class according to a seating plan that keeps the same children near each other. This will be used on the carpet, in chairs/desks and when dividing students into groups for activities. ​ Homeroom teachers will provide all specialists a copy of the student’s assigned seating spots. Specialists will utilize the same seating chart in their teaching spaces to maintain consistency with students who form a “circle within a bubble”. This will also be used when eating lunch. ​ Distance markers are on floors, at gates, and door entrances and on seats in dining rooms, staff rooms, and in vehicles. ​ One way walkway directions are indicated on stairs and the ground in all buildings. ​ When transitioning or moving in the campus, children will walk in single file and will be distanced from peers, teachers or assistants. A distance rope will be used to assist younger students on Soi 20 with distancing. Students are not to hold hands with classmates or teachers/TAs. ​ Swimming lessons will take place in the pool. Classes will be subdivided into smaller groups to enter the change rooms (the same groups in the classroom seating plan). MASK WEARING All Adults: ​​ All adults in and entering the school must wear face masks that cover the nose and mouth. ​ Students: ​​ All children must wear a mask except when eating or exerting themselves physically e.g. during Fitness or P.E. During fitness and PE students will wear masks when they gather for instruction. ​ All students on school transport will wear masks while in transport. ​ Students are asked to bring an additional mask to school each day in case of breakage or loss. ​ Students under 3 years of age are not required to wear a mask ​ Students with a medical exemption not to wear a mask will not have to wear a mask ​ ​Staff: ​​ Teachers will not remove masks when teaching students in the classroom. ​ Face shields and masks will be worn by all kitchen staff, nannies and maids serving meals. ​ All bus drivers will wear masks. ​ Laboratory coats and aprons will be worn by Nannies and Teaching Assistants at all times. HAND WASHING Hand sanitising stations consisting of foot operated alcohol gel dispensers have been set up at all external entry and exit points to the campus, near the play areas and common learning spaces (eg Library) There are hand washing facilities with soap and water near toilets. ​ Gel dispensers are in every classroom, dining area, office area and school bus. ​ Children/staff will wash/sanitise their hands, upon entry to school, at the start of all breaks before leaving the classroom, upon returning to the classroom from outside, upon leaving the school and when getting onto and off of transport. ​ Washing hands with soap and water will be emphasized after using the toilet. ​ Teachers will use songs, rhymes and pictures to educate and remind children to wash their hands, how to wash their hands and of the importance to do so. Also reminders and signage not to touch their eyes or face. CLEANING The cleaning program is supervised by a system of daily checks by the school nurse. ​ ​Outside Play equipment will be sanitized; at the start of each day. ​ after each class has used it, before the next class uses it. ​ at the end of the day. ​ Classrooms: ​ Each classroom has a Med Klin anti-microbe air sanitizer used at night. ​ Each classroom has a HEPA air purifier used from 7.30 am until 3.30pm. ​ Each building has a Xiomi Dunhome Ioniser for sterilizing porous materials – used nightly within classrooms and specialist areas e.g. Library. ​ Surfaces and touch points will be disinfected before school starts and at all breaks. ​ Common Areas (Library, Dining Room): ​ Surfaces and touch points will be cleaned with 70% alcohol after each class, before the next class enters. ​ School Transport: ​ Vans/busses will be disinfected after each return trip. ​ Will be checked by the Transport Co-ordinator, who will also check seat belt use and that children are seated according to the seating plan. ​ Student & Staff Toilets: Cleaned before and after each break. ​ The Cleaner will complete the cleaning check sheet and make sure there are adequate supplies of soap and toilet paper and paper towels. ​ Nurse conducts spot checks daily of both cleaning and adequate supplies of soap, toilet paper and paper towels. ​ Toys & Resources: ​ Private toys are not to be brought to school. ​ There will be no sharing of pencils, pens, stationery or other personal items. ​ Students may bring own pencil cases but will be provided with pens and other essential writing items for personal use only. ​ White boards will be kept at each student’s desk and used only by that student. ​ Media technology - Ipads will be disinfected after each use. ​ Digital technology will be disinfected between each class. Each mouse will be disinfected after each class use. ​ Porous resources will be ionized daily and disinfected weekly. ​ ADDITIONAL HYGIENE PROTOCOLS Trash Collection: ​ All class trash will be put into plastic bags on a daily basis, disinfected and disposed through the school’s trash disposal system. This does not require outside workers to enter the school site. All trash bins have secure lids. ​ Disposal of masks and medical material will be according to guidelines; placed in a plastic bag with 2 caps of Bleacher (0.1% of sodium hypochlorite) sealed then placed inside a second plastic bag and sealed then sprat disinfected. The school does not encourage disposal of masks at school. ​ Delivery of Goods & Services: ​ All goods will be delivered to the school gates where AISB staff will disinfect and then move onsite. ​ Should outside workers be required to enter the site they will need to show a negative ATK result taken that day if they are coming on-site during school hours. They will be asked to come on-site outside of school hours if they have not taken an Antigen test. ​ Ventilation: ​ All classrooms will have windows opened when possible; air quality and safety permitting. ​ This will to be done during breaks and before and after school. ​ Classroom doors in the Secondary area will remain open. ​ The class TA is responsible for break times. ​ The Dining room will have windows opened, air quality permitting, when in use by students. ​ ​ MEALS & CELEBRATIONS Lunch & Catering Arrangements: ​ Snacks served to classrooms. Snacks will be in individual handheld pieces. ​ Students will either bring their own lunch in their own container or be served a meal from the school. • If served a meal from school, the meal will be served on an individual sealed plate. ​ Each student will bring their own spoon and fork from home. ​ Where this isn’t provided, a disposable spoon and fork will be provided. ​ After use the student will put their personal spoon and fork in their school bag, or place disposable utensils into a plastic bag for disposal. ​ Plates will be taken by kitchen staff who will wear masks and soft gloves to be washed using hot water and liquid detergent. ​ Student’s own containers will be placed in their own school bag by the student. ​ Birthday Celebrations: ​ Store bought individually wrapped treats are permitted. ​ Teachers can celebrate this special occasion by playing a few games or completing fun activities - No presents, gifts, or sweets bags are allowed. ​ Peanuts products are not allowed. ​ ​ BUBBLE & SEAL ​ AISB’s procedures allow for children to be in a Bubble and Seal but also allow for identification of contacts as Close, Casual or No Risk. ​ Entrance Screenings are in place at entrances to enter the Bubble and Seal ​ Classes will not intermingle with other classes nor share learning spaces and recreational spaces at the same time. Rosters and timetables have been prepared for this. ​ Circles within a class bubble will be created with children within this “circle” being kept together for activities and using seating charts, seated together in other learning spaces and transport where possible. This will aid the identification of contacts. ​ When students are seated for carpet time and desk time there will be designated seating spots for each student to maintain a 1.5 metre distance between students. A seating chart will be used. ​ Teachers will record who goes to the toilet and the time (allocated to class TA) ​ Year 3-12 will record themselves on the toilet record sheet using their own pen/pencil. ​ During outside play all Soi 20, Soi 31; Year 1 and Year 2 TAs will record students who go to the toilet and the time. ​ Year 3-12 will record the time themselves using provided pens. (system to ensure a clean pen is used will be utilized) ​ Specialist lessons will be planned to retain the Bubble and Seal. ​ Eg; Primary Music will go to the homeroom classrooms to teach students. ​ Primary Art will be held in the Art room but desks and equipment will be cleaned after and before the next class. ​ Shared spaces will be cleaned before and after use by each class ​ Our school entry and exit procedures support Bubble and Seal. ​ Our transport system will support Bubble and Seal and also allow us to restrict and to identify contacts. Parents are asked to travel directly from home to school with the same people, avoiding contact with other people on the way. Wearing masks and physical distancing is to be followed should contact be made RESPONSE PLAN Illness at School: ​ Any child exhibiting symptoms whist at school or who is unwell will be isolated in the Isolation room and cared for by the nurse until parents arrive to take the child home. ​ Parents of the ill student to be phoned by School Administration. ​ The nurse will wear a PPE suit. ​ The Isolation room will be disinfected after the child has gone home. ​ If a staff member is ill, he/she will be asked to go home immediately. ​ Notification of a Positive Case (ATK): ​ Upon receiving notification of a potential positive Covid 19 case confirmed by an ATK test: The classroom will be closed for 3 days and cleaned. Students identified as close and casual contacts will commence a 3 day quarantine at home. ​ If the student who initially tested positive to the ATK, tests negative to the RT-PCR: Close and casual contacts should take an ATK on the third day. If the result is negative, the students/staff members can return to school on the 4th day. If the result is positive then an RT-PCR test is to be taken and MoPH Guidelines followed. ​ If the student who initially tested positive to the ATK, tests positive to the RT-PCR Close and casual contacts will undertake a quarantine period of 14 days and the procedure as below will be followed. ​ Notification of a Positive Case (RT-PCR Test): ​ Upon receiving notification of a Positive Covid 19 case confirmed by an RT-PCR test: ​ 1. The School COVID Response Team will be convened immediately. ​ The committee will ensure a calm and measured approach in dealing with the issue at all times. The Director leads the response team. The School Development Manager will update the MOE COVID App and notify; The Chairperson of the School Board OPEC The Ministry of Public Health ​ 2. Parent Notification ​ Parents of all students in the homeroom class will be notified by phone and email of the need to quarantine. ​ 3. Closure and cleaning ​ The classroom will be closed for 3 days for deep cleaning. All areas assessed as exposure areas will be closed and cleaned. The class will revert to Remote Learning mode The classroom teacher (if Nursery to Year 6) will revert to Remote Learning Mode ​ 4. Contact identification ​ A list of all student contacts (by Year level, class, group activities, transport) and staff (teachers, medical, administrative, other) will be identified as Close or Casual. Other students will be classified as Low Risk. ​ Parents will be notified via phone and email of the status of their child as a contact and if Casual or Close will be asked to immediately pick up their child from school, to take an ATK immediately, to quarantine and to be observed for symptoms. ​ 5. Close contacts ​ Students identified as close and casual contacts will commence a 14-day quarantine period at home. ​ Close/casual contacts who record a negative ATK result will re-take the ATK after 3 days. If this is negative, the remainder of the 14-day quarantine will be completed with close observation of symptoms. ​ After 14 days an ATK is taken. If this is negative, it is to be provided to the school, and the child/staff member can return to school. ​ If the initial ATK is positive, or indeed at any stage is positive an RT- PCR test is required. ​ The MoPH guidelines for a positive ATK are to be followed with the first step being; Co-ordinate to the nearest Public Health Service or Emergency call 1330, National Health Security Office (NHSO). Students and staff will be referred to Medpark Hospital ​ ​ ​ ​ PROCEDURE AFTER HIGH RISK AS ASSESSED THROUGH THAI SAFE THAI Assessed as High Risk and test positive to an Antigen Test (ATK) Take an RT-PCR test. Receive a Positive RT- PCR Result ​ The infected person shall coordinate to the nearest Public Health Service or Emergency call 1330, National Health Security Office (NHSO). ​ The infected person is categorized as Green, Yellow or Orange/Red. ​Green: Infected persons who have mild or no symptoms shall isolate themselves at home for 14 days in Home Isolation. Yellow: Infected persons who are experiencing symptoms shall be delivered to Organisational Isolation for 14 days observation and treatment of symptoms. Orange: Infected persons who have severe symptoms shall be delivered to be cured at a Hospital. Red: Infected persons who have severe symptoms at emergency state shall be delivered to be treated at a Hospital. ​ Assessed as High Risk and test negative to the Antigen Test (ATK) may be in a state of incubation and so needs to isolate and take an Antigen Test (ATK) after 3 days. If symptoms are being felt it is necessary to re-test (ATK) once again immediately. ​ Quarantine guidelines Infected persons who have initial symptoms shall isolate themselves from other persons (including in their home) so as to reduce the virus spreading. For example: ​ Separate personal appliances and restrooms. Wear medical face masks at all times Observe symptoms and check body temperature. If find difficulty in breathing, it is necessary to Obtain immediate medical treatment. notify close persons in order to perceive their risks. Test with RT-PCR Isolation Area Distancing Mask Wearing Hand Washing Cleaning Bubble & Seal Response Plan Procedure After High Risk Meals & Celebrations Additional Hygiene Protocols Explore Additional Topics Frequently Asked Questions (FAQs) Learn More Protocols & Response Plan Learn More Hybrid Teaching Model Learn More Returning to School & ATK Testing Learn More Transport & Campus Access Learn More Links & Forms Learn More Return to Menu We're Here To Help For New Parents: For Current Parents: ​ Call Us Soi 20: 02-260-4575 / 02-663-5495 – 7 Soi 31: 02-662-2827 / 06-1820-6049 / 09-9218-1546

  • Share Your Story | Australian International School Bangkok

    SHARE YOUR AISB STORY Are you a current or alumni parent at the Australian International School Bangkok? We'd love to hear more about your experiences with our school. Please share your story with us below. ​ Note: As much as we'd love to share all your experiences, we only have limited room to publish stories on our testimonials page. Campus Testimonial sharing consent: I agree to have my testimonial shared on AISB marketing channels I do not agree to share my testimonial on any AISB marketing channels Submit Your story has been submitted. Thank you for your ongoing contributions to our AISB community. AISB Stories: Testimonial Form WHAT ARE PARENTS SAYING ABOUT AISB? Read our Testimonials AISB Stories: Text

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