Term 2 Magazine

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Welcome to issue 72 of the Bangkok Patana magazine which highlights some of this term’s achievements of our school through the lens of our core values of Well-being, Learning, and Global Citizenship – three pillars that define the essence of our school ethos and shape the experiences of our students.

At the heart of our school’s commitment to nurturing holistic well-being lies a series of transformative Residential trips, where students embark on exhilarating adventures that foster growth, connection, and self-discovery.

Our Year 7 students embarked on a coastal retreat to Rayong, where four nights of beach and coastal activities provided the perfect backdrop for forging bonds and creating memories. From snorkelling in azure waters to beachcombing along sandy shores, each moment was a testament to the power of adventure and exploration.

Meanwhile, our Year 8 adventurers ventured to Kanchanaburi for team building and paddleboarding on the historic River Kwai. Against the backdrop of lush landscapes and tranquil waters, they embraced the challenges of teamwork and camaraderie, laying the foundation for lifelong friendships.

In Mae Taeng district, our Year 9 students embarked on a week-long odyssey of adventure and discovery, camping under starlit skies and mastering the art of Muay Thai. Amidst rugged terrain and majestic landscapes, they found joy in the simple pleasures of nature and camaraderie.

Year 10 students ventured into the heart of Khao Yai, trekking through

FOREWORD

picturesque countryside and engaging in a myriad of fun-filled activities. From exploring hidden waterfalls to navigating challenging terrain, they embraced the spirit of adventure with enthusiasm and determination.

For our Year 12 students, the focus shifted to Nakhon Nayok, where they spent a week delving deeper into the core Theory of Knowledge (ToK) course. Beyond the classroom, they engaged with the local community, teaching lessons on English, Science, PE, and Art, fostering connections and cultural exchange.

Learning at Bangkok Patana transcends traditional boundaries of the classroom, and a highlight of our learning endeavours was the visit of the Honourable Stuart Lawrence, who spoke

to our students about tolerance and hope, inspiring them to embrace diversity and champion equality. His powerful message ignited a spark of activism and advocacy in the hearts of our students.

The report on Designing Tomorrow project shows how teachers worked with our students on developing their vision of the United Nations Sustainable Development Goals by tapping into their knowledge and understanding of literature to envisage a utopian society of the future.

In an increasingly interconnected world, global citizenship is not just a concept; it is a call to action. Our students are at the forefront of environmental stewardship, social justice, and community engagement through projects such as the one outlined by Sarah McCormack on developing the potential for student agency and creativity and which places our students at the centre of their learning experience. A second article in this section focuses on harnessing the rich tapestry of our students’ experiences of migration and resettlement as a starting point to understand more challenging aspects of global migration and the experiences of those seeking a better life in other countries.

Lastly, we celebrate the success of our former student, Ceara Elliot, in her career in book cover design. Her accomplishments are a source of pride and inspiration for the entire school community, showcasing the impact of a Bangkok Patana education.

– David Wickenden, World Languages Teacher, Tutor 7W

643 Lasalle Road (Sukhumvit 105) Bangna Tai, Bangna Bangkok 10260 Thailand

Tel: +66 (0) 2785 2200

Email: reception@patana.ac.th www.patana.ac.th

Editor: Sneha Mathew

Tel: +66 (0) 2785 2411

Email: snma@patana.ac.th

Advertisement: Finn Balslev

Tel: 081-866-2577

Email: finn@scandmedia.com

Design & Production:

Scand-Media Corp., Ltd.

Tel: +66 (0) 2943 7166-8

www.scandmedia.com

Bangkok Patana Magazine is the termly publication of Bangkok Patana School published three times per year and distributed to 2,000 members of the School community. Reproduction of articles, artwork and illustrations by written permission only. This magazine is printed on recycled paper.

Bangkok Patana School

6

A SEASIDE ESCAPADE

By Katie Chatterton, Head of Year 7

I’m not sure who was more excited about this year’s Year 7 Residential. It could have been Grad’30, in anticipation of a jam-packed week away at a plush beach resort. It could have been the 25 staff members, all eager to get out of the city and their classrooms. It could have been Grad ’30 parents, keen for a bit of peace and quiet. Either way, Grad 30’s Year 7 Residential visit to Rayong did not disappoint.

The first ‘wow’ moment was on immediate arrival at the hotel. Staff and students alike felt extremely fortunate to be staying at such a gorgeous hotel; it’s certainly the fanciest accommodation of all the Secondary Residential trips. Since we were sharing the hotel with the general public, we had been very clear about our high expectations of the students as they moved around the hotel. I am delighted to say that they were impeccable ambassadors for the school throughout the trip and made us proud to say that we were from Bangkok Patana.

After a tasty buffet lunch in the hotel restaurant, the focus for the first afternoon was getting prepared for the week’s upcoming activities and orientated around the hotel grounds. Staff led a carousel of activities including team building games, beach sports and snorkelling training. Students undertook these activities in one of six groups that had been carefully mixed up across tutor groups, ensuring that they would be able to work with some friends but also with less familiar people. This mix of groups provided the opportunity to build new friendships, alongside developing teamwork, communication and leadership skills.

The free-time that followed the afternoon activities was much loved by the students. It gave them the opportunity to enjoy one of the hotel pools, play on the beach, take advantage of the badminton and volleyball equipment or simply sit and relax with board games. I hadn’t anticipated how in demand the chocolate lava cake at the hotel’s cafe would be; it really was very good and the students certainly made the most of having the freedom to order it during this time. Thankfully, as growing children, they still had room for the delicious dinner. This gave them plenty of energy for Mr Staley and Mr Burrell’s hotly anticipated quiz. It was, quite possibly, the loudest quiz I have ever witnessed but it was a great way to kick off the week’s evening activities because of the teamspirit and enthusiasm.

Breakfast was probably the best of all the meals at the hotel: fresh pancakes, homemade banana bread and a cookedto-order eggs station meant that students were keen to get out of bed and down to breakfast as early as possible; most of

them even beating the wake-up calls from staff. On Tuesday, Wednesday and Thursday, each group rotated across five activities: a snorkel and reef exploration, a visit to a turtle sanctuary, a Thai cooking session, an eco-orienteering trip and kayaking in the lake at the nearby botanical gardens. Personally, kayaking was my favourite activity; our local provider took us to a truly beautiful locale that would have been completely unaware of otherwise. This selection of activities provided plenty of variety for students; there was something for everyone. Many of the activities enabled students to really challenge themselves, pushing beyond comfort zones and

testing their resilience and tenacity. Unsurprisingly, the postresidential review revealed kayaking and snorkelling to be the most popular activities of the week. These were the activities that some students were most fearful of and even shed a tear or two about; it was lovely to see them overcome their fears and feel proud of their achievement in having done so.

Each day, students returned to the hotel for free time, followed by dinner and an evening activity. Mr Wood’s performance as the host of ‘Trash to Fash’ (an upcycling competition where students turned trash in the high-fashion items for models to wear down a catwalk) was something I don’t think any of us will forget and was, undeniably, the highlight of Tuesday’s evening activities. Movie Night was a chance for students to have a bit of a pyjama party and a slightly more relaxed Wednesday evening in advance of the final day of Residential that had Disco Night as its climax and finale. Mr Wickenden and Ms Unwin’s soundtrack provided the foundations for some very questionable dance moves from both students and staff. From all the laughing, dancing and sweating, it was clear for all to see that the students absolutely loved this evening and it was heart-warming to observe them have so much fun together. Every night, even after the excitement of the disco, we calmed things down with quiet journaling activities; these provided a valuable chance for reflection as well as a space to share gratitude for all the experiences we were lucky enough to be having.

I feel very grateful for having had the opportunity to lead such a great team of staff and students on such a successful Residential. This was a brilliant first trip with Grad ’30 and I’m looking forward to more fun-filled adventures with them.

POSITIVITY AND PADDLE BOARDING

By Nick Fieldhouse, Head of Year 8

Time flies when you’re having fun!

As November approached, I couldn’t believe a whole year had gone by since our Year 7 Residential to Rayong.The highly anticipated Year 8 trip to Kanchanaburi kicked off with a somewhat British tradition, rain! We arrived at the hotel and were met with smiling faces, lovely clean rooms

boasting spectacular views of the River Kwai, and a hearty lunch. Following this, the plan was well laid out: to have a series of exciting ice breaker activities in the hotel’s stunning grounds, but alas, the heavens opened! Quick thinking from our local partners and astonishing efficiency from the hotel staff, enabled us to quickly move the afternoon’s itinerary inside the

resort’s restaurant and meeting rooms, where Year 8 enjoyed a series of teambuilding games under the assurance of a dry experience. In the evening, we had a great Residential tradition: Quiz Night, where students team up to win prizes and showcase their general knowledge (as well as tackle a round about the World War II history of Kanchanaburi).

Across the next three days, students took part in an eclectic rotation of activities that balanced excitement and exercise with reflection and review of the somber history of the area. For the former, our Year 8 students enjoyed stand-up paddle boarding (the undisputed highlight of the trip for most), cycling across the beautiful countryside, swimming and sliding at Erawan Falls, and a physically demanding obstacle course at the hotel. These activities enabled our students to gain new skills, develop their teamwork and leadership capabilities, and generally push themselves

outside of their comfort zones, showing both resilience and tenacity. However, we clearly couldn’t visit Kanchanaburi without paying our respects to the historical context that permeates through the region. Students were afforded the opportunity to visit The Thai-Burma Railway Museum, the Don-Rak War Cemetery, and the Hellfire Pass Visitor Centre, to gain a deeper understanding of the suffering and loss experienced by hundreds of thousands of Prisoners of War. We provided each student with a booklet of activities for these visits and I was highly impressed by the reflections and engagement these displayed. It was my pleasure to award prizes to a number of students for their efforts with these

booklets at the end of the week.

As well as a packed daytime itinerary, we always strive to keep everyone entertained in the evening as well, and this year was no different. Free-time before dinner gave students a chance to enjoy the resort’s swimming pool and outdoor areas, and after the evening meal came our nightly activity. Tuesday saw a screening of Barbie for Movie Night (a slightly polarising choice, but it generally seemed to go down well, as did the fresh popcorn). Wednesday night was a Neon Party Games Evening run by Mr Turner and Mr Griffiths; it proved loud and messy, but very popular. And on Thursday we rounded off the residential with a classic: Disco Night. As always, it was great to see our Grad’29 cohort enjoying themselves on the dance floor.

Overall, it was a highly successful and enjoyable experience. I would like to take this opportunity to thank all the staff involved in the week for their efforts and hard work, as well as the students for their impeccable behaviour and enthusiasm. I will close by sharing some of my favorite student comments from the recent Residential survey:

“I liked the rooms and the free time we got, because we got to play around with the different areas in the hotel.”

“I enjoyed being with my friends, doing new activities and meeting new people.”

“I enjoyed the obstacle course because we all had to work together as a team, and the disco because we all had fun.”

“I loved the new challenges that each day brought as they were always fun.”

“I particularly enjoyed the disco and the 80s neon party: it was such fun. I love Residential because you can meet new friends and spend time with the people that you love.”

“I liked the fun outdoor activities such as stand-up paddle boarding and the obstacle course.”

“My favourite experience was probably Erawan Falls. I really enjoyed the scenic views of the waterfalls and it was really relaxing and calm.”

THRILLS, SKILLS AND CHILLS!

By Yvonne Brown, Head of Year 9

The Year 9 Residential Visit to the picturesque Mae Taeng district in Chiang Mai was a five-day adventure that transported students into a world of challenge, culture and camaraderie. The journey kicked off with the excitement of a flight to Chiang Mai, setting the stage for an experience that I am sure will stay etched in the memories of the students.

The first afternoon started with ice-breakers, a chance for everyone to acquaint themselves with their group members and forge connections that would strengthen throughout the trip. Cheers echoed around the resort as students succeeded in team-building games, setting a positive tone for the days ahead.

For Groups 1 and 2, the first adventure in the three-day rotation of activities involved heading to the riverside camp. They entertained each other with ‘interesting’ talents and were then treated to toasting marshmallows and a barbecue dinner. The next morning, they saw the lovely view across the river with elephants on the far bank heading for their morning bath. The camping experience not only brought them closer to nature but also allowed them to disconnect from the digital world and connect with each other on a more personal level. They then began their river safety training and preparation for white water rafting later in the day. The whitewater rafting itself was a challenge and adrenaline rush, an exhilarating experience that saw students conquering the rapids of the river. Laughter and shouts of triumph could be heard from the riverbank as they paddled through the twists and turns, bonding over the shared thrill of the rushing water.

Groups 3 and 4 started their first day with Thai cultural activities. Under the guidance of skilled Muay Thai instructors, they learned the basic techniques of this traditional martial art, gaining not only physical skills but also an appreciation for the discipline and respect embedded in Muay Thai. Umbrella painting brought out the creative flair of the students as they worked alongside local artisans to craft vibrant and personalised umbrellas. A Thai cooking class further immersed the students in the local culture, as they donned aprons to learn the secrets of preparing authentic Thai dishes. The aromas of lemongrass and other spices filled the air as students worked in groups to prepare Thai green curry and a banana dessert. Their dishes were rated

for taste, presentation, and authenticity by a panel of experts – teachers of course!

Groups 5 and 6 began their rotation with kayaking and cycling. Against the backdrop of the National Park, students glided across the calm waters, taking in the serenity that surrounded them. Next, they pedalled through winding trails, breathing in the crisp fresh air, enjoying the freedom that comes with exploring the outdoors on two wheels.

Evenings involved a mix of activities that kept the enthusiasm soaring. Games Night brought out the competitive spirit in the students, fostering teamwork and laughter. Quiz Night tested their knowledge on a spectrum of topics, from recognising photos of staff as teenagers to general trivia.

Movie Night provided a welcome respite, allowing them to relax and unwind. The trip reached its finale with a lively disco, where students danced under the stars, celebrating the bonds formed and the memories created during their Mae Taeng adventure.

The Year 9 Residential was a testament to the enthusiasm of the students and their wholehearted participation in every aspect. The trip not only exposed them to new experiences and cultural insights but also reinforced the sense of unity and friendship within the group. As they boarded the flight back home, the students carried with them a treasure trove of memories that would be shared and cherished for years to come.

Bangkok Patana Magazine

YEAR 10 RESIDENTIAL

KHAO YAI REVIEW

By Shane Owen, Head of Year 10

It was that time of year again where students swap paper and pen for tents and rucksacks as they embark on Year 10 Residential, this time, to Khao Yai. The intention of the trip was to place students in conditions unfamiliar to them, where independence levels are tested and social skills are developed and practised.

The Bronze International Award practice walk was a challenging trek through Khao Yai’s diverse terrain. It prepared students for their upcoming Award treks and provided an opportunity for all students to push their limits whilst remaining resilient in groups. Seeing students arrive at the campsite and back to the hotel exhausted, highlighted the strength and spirit of this excellent Year group. Many students refused help when exhausted and others even supported by carrying their peers bags. Full marks for effort on this one.

Students camped for one evening a short distance from the

hotel. The camp ground was excellent and the International Award team spoke extremely highly of how students conducted themselves and cooked their own food. I appreciate that some students didn’t enjoy the camping element but I believe this is all part of the experience of being away in a more unfamiliar rural area. Thank you to the year group for giving it their best. I hope you shared Your food.

While some groups trekked, others were at the hotel doing archery, guided by experienced instructors from Bangkok, or were learning about Thai culture and cooking. Every day is a day for learning and I was surprised to learn about the variety of different bananas grown here in Thailand and the importance of them in rural villages. Thank you to our local provider for allowing us to try some delicious foods and also some not so nice ones (the bitter ones).

Away from the hotel, students attended a water park which was the activity enjoyed most by students according to their feedback. The Boomerang and Kamikaze rides proved most popular and it was fun seeing our students interacting with other schools at the park.

Evening activities at Residential were a lively affair, filled

with a variety of entertainment. The quiz, led by the dynamic duo of Mr Wadsworth and Mr Haughton was run in house format that saw Phuket victorious. A special thank you to Ms Richards for her excellent Games Night, which sparked much laughter among students and especially staff. I thoroughly enjoyed watching students carry empty cans with spaghetti sticks and trying to stack coat hangers on the back of doors. I know how Ms Richards spent her days growing up now!

Unsurprisingly, the Disco emerged as a particular highlight. Our student D.J. did an excellent job of keeping students entertained while marshmallows were warmed over a campfire outside. It would be remiss not to mention those that once again wore fancy dress to the disco, a theme that perhaps needs to be made compulsory for Grad’27 Year 12 disco. We have time to think on this one.

A personal highlight for me of Year 10 Residential was

seeing smiling students free playing outside without technology. We can all agree that tech growth has provided us with many advantages. That said, seeing students making their own games in the hotel’s vast spaces, laughing and joking in groups, did remind me of the importance of self creativity and time away from notifications. I have to quote one student who said that their favourite part of the trip was “playing card and board games in free time without the distraction of my phone”. One student also commented that their favourite part was “the bus ride home”. Please note the feedback was anonymous, so if you are reading this, do let me know which bus you were on and where the excitement came from.

Until the next one!

A MEMORABLE VISIT TO NAKHON NAYOK

By Samuel Stuart, Head of Year 12

The Cholapreuk Resort lies at the heart of the lush Thai province of Nakhon Nayok. It is an idyllic setting that served as the backdrop for an enriching and memorable school Residential Visit – the last one of its kind for our Year 12 students! The main aim of this visit was to combine elements of learning – with the main focus being the Theory of Knowledge (ToK) programme – whilst also giving our students a memorable opportunity to take part in some enriching community engagement activities. Of course, we had all the usual fun activities along the way!

The Theory of Knowledge sessions provided a unique platform for students to explore various aspects of knowledge and critical thinking, with the serene surroundings of the Cholapreuk Resort creating an environment conducive to reflection and introspection. Throughout the week, students engaged in thought-provoking discussions and activities on a

wide range of topics, including ethical thought, the role of indigenous knowledge systems in an ever-changing world and the dynamic nature of evolving societies and how this might impact on our understanding of historical events. Year 12 students also developed practical skills, including persuasivespeaking, critical analysis and recognising the importance of language in effective communication. In their session on the Arts, there was a focus on visualisation, imagination and perception. Through various artistic expressions, students discovered the power of visual communication in conveying complex ideas. Throughout the week, students were encouraged

to explore the links between TOK and their other IB subjects – an interdisciplinary approach which is fundamental to their understanding of how we acquire knowledge.

One of the most enjoyable aspects of the week involved the morning visits to a local school. Community engagement is a fundamental part of the IB CAS programme and the school visits provided a fantastic opportunity for service learning. Arriving at the school well-prepared and bristling with teaching resources, our students provided some very well-planned and engaging lessons on English, Science, PE and Art. Engaging in activities and dialogue with students from a local government school certainly broadened horizons and made for some really memorable experiences.

“It was a truly enjoyable experience as we initially played with the kids, despite facing a minor challenge with the rain. However, we managed to overcome this obstacle. It was undoubtedly an eye-opening experience for some, as they had

not previously engaged in direct service. The children were also very kind.” –

Ada Chanyarakskul, 12G

Despite the weather presenting a challenge on most days, the students’ spirits remained undeterred. The Old-Skool Sports Day, having moved indoors, retained its fun and competitive spirit, and was ultimately won by Samui after some close-run relays. The resort’s lake also became a hub of teamwork and creativity as House teams constructed rafts from plastic barrels and bamboo, before testing them on the lake in a series of races and challenges. Not all rafts survived the afternoon!

The evenings were filled with a variety of activities, from the hotly contested Quiz Night on Monday, to the immensely popular Hungry Games on Wednesday – a combination of dressing up and physical challenges. The week concluded with the customary Disco, where the students, despite their exhaustion, summoned the last reserves of energy for a memorable, final celebration.

Bangkok Patana Magazine

INSPIRING CHANGE:

HON. STUART LAWRENCE’S VISIT

By Cindy Adair, Assistant Principal, Professional Learning, DEIJ Lead

In November 2023, Bangkok Patana School had the pleasure of hosting the Hon. Stuart Lawrence, ex-teacher, author and speaker turned anti-racism advocate. As a young man, Stuart lost his older brother, Stephen, in a racially motivated attack at a bus stop in London, UK. To this day, Stuart still has to cope with online speculation about the nature of his brother’s attack and subsequent death. This tragic story took years to resolve in the courts but has spurred significant changes in the UK’s approach to policing and racist hate crimes. Many members of our community who grew up in Britain around the time of the incident, will be aware of the story.

Stuart Lawrence now travels the world delivering a message of resilience, hope, and the need for societal change. Stuart is also an ex-Design and Technology teacher who delighted in popping into our DT classrooms to check out the students at work and our impressive collection of equipment and tools.

Parent Workshop: Sharing a Personal Journey

Stuart Lawrence’s workshop with parents was a deeply moving experience; he shared his family’s story, detailing the challenges and injustices they faced following Stephen’s tragic death. He also shared personal details about the long

shadow Stephen’s death cast over his childhood and how he battled with his mental health as a result. The change in dynamic from mischievous middle child to responsible eldest child weighed heavily for a time. Lawrence emphasised the power of community support and the importance of parental roles in nurturing an environment of understanding and

equality. His message was clear: it takes a collective effort to combat racism and build a more inclusive society.

Engaging with Students: Lessons from Bestselling Books

Lawrence’s sessions with the students were centred around his bestselling books, which address themes of resilience, determination, and the importance of staying connected to your community. He worked with Years 10 – 12 and then Years 6 – 9 in two differentiated sessions. Through interactive discussions and audience participation, he encouraged students to reflect on their own dreams and goals and the value of diversity. The presentations were not only informative but also empowering, prompting students to think about how they can contribute to creating a more equitable world. Hearing over 600 students chant, “I am a revolutionary!” was a fun moment, as students pledged to be upstanders in the face of discrimination. Stuart’s books are now available in our Secondary libraries.

Reflections…

“I thought Stuart Lawrence’s workshop for our staff at Bangkok Patana was nothing short of inspirational. Hearing from someone who has firsthand experience connected to such a high profile racially motivated attack, was both meaningful and thought-provoking. It made us, as staff, realise how much we need to do to educate our children further to ensure things like this don’t keep on happening.” – Anthony

Casey, Primary Teacher

“It was a delight to glean numerous invaluable lessons from those thirty minutes. The esteemed Stuart Lawrence imparted his insights and sincere sentiments on a variety of subjects, including dedication and motivation, the adage ‘effort surpasses talent,’ and his personal encounter with racism. While it is my belief that all attendees in the theatre gained personal insight and

Workshop with Staff: Building an Anti-Racist School Culture

The staff workshop focused on practical strategies to foster an anti-racist school culture. Lawrence shared insights on recognising and addressing unconscious bias, creating inclusive classrooms, and supporting students from diverse backgrounds. He stressed the critical role educators play in shaping young minds and the need for continuous learning and self-reflection in the journey towards anti-racism.

Stuart Lawrence’s visit was an important milestone in our conversation as a

knowledge, it was his teachings and ideals regarding racism that particularly resonated with me. As one of the most significant challenges universally encountered, he emphasised the distinction between anti-racism and being “not racist”, as well as the varying degrees of societal repercussions of racism illustrated through the pyramid of white supremacy. This session provided me with a profound understanding of how our actions speak louder than our thoughts and how they can contribute to be the catalysts to see the change in the world, in addition to a shift in perspective, which is also of significance.”

– Ashvika, Year 11 Student

“Silence is not an option, you can impact the world for change, stand up, speak out, be the difference.” –

Stuart Lawrence

“To have an assembly like one of these was a completely different

community about anti-racism. The grace with which Stuart shares his story is admirable and he is an inspirational role model, who has turned adversity into a life of service as a teacher and now advocate. His visit was not just a moment of learning but a call to action, inspiring students, parents, and staff to be proactive in their pursuit of equality and justice. It is through story-telling that we gain empathy and understanding and we thank Stuart for bravely sharing his story with all of us. We look forward to bringing other visitors to Bangkok Patana to share their diverse perspectives around this important topic in the future.

experience for me and all of Year 6, and one I did not expect at all. Yet I cherished every moment of the inspirational one hour. To learn first hand from a person who experienced racial discrimination to a horrifying degree, was both interesting and heart wrenching at the same time.Whenever the topic of racism arises, I now know that the most little action, could make the biggest change. After the fascinating lecture by Stuart Lawrence, I now feel our school becoming more open and diverse by the day.” – J.J., Year 6 Student

“There is a lot to learn from Stuart Lawrence’s character. Despite going through a horrendous experience of losing a loved one, his own brother to a racist attack, he embodies positivity and empathy. He has used his personal experience to shape the lives of others around him in a positive way. We should all strive to be like Lawrence.”

– Alishba, Year 6 Student

Bangkok

DESIGNING TOMORROW: BUILDING UTOPIAS ROOTED IN SUSTAINABLE DEVELOPMENT GOALS

By Purnima Ghogar Ruanglertbutr, Secondary English Teacher

Can We Teach Students to be Visionary?

How would you choose to reimagine the world? If you had to design your ideal future community, what would it look like? What Sustainable Development Goals (SDGs) would be the driving force of your world?

Can we teach students to be visionary? In the words of the young climate justice activist, Xiye Bastida, “Nearly everything that has ever been achieved started with someone imagining it first,” and in the words of the educationalist, Sir Ken Robinson, who championed creativity in teaching - “The only limit is your own imagination” - putting these two powerful provocations together, we embarked on a visionary journey…

Project Rationale: Visionary Education

By emphasising literature’s pivotal role in shaping young minds for a sustainable future, this project encourages students to engage in visionary thinking—picturing the world as it could be, not just as it always has been. Robinson’s words perfectly capture the essence of the power of imagination: “We don’t just live in the world as we find it; we use our creativity to mould and reimagine our world through art, scientific theories, and technology.”

The Brief: Creating Sustainable Utopias Inspired by UN SDGs

The challenge was to envision, plan and create a utopian society aligned with a specific United Nations (UN) SDG. Drawing inspiration from Lois Lowry’s dystopian novel, The Giver, where the protagonist lives in a world designed to provide food, shelter and safety, students explored the concept of utopia and delved into the ‘rules,’ ‘systems,’ and ‘structures’ necessary to achieve it. This exploration prompted them to apply connections between the fictional world, literature’s intention for positive change and the practicalities of societal design, along with the tangible goals of the SDGs. The project’s overarching goal was to provide students with a comprehensive perspective, nurturing critical thinking skills.

This journey unfolded through a sequence of stages, culminating in a final showcase of persuasive speeches celebrating the project outcomes:

• Crafting a persuasive written speech to convince classmates to join their ideal community, showcasing problem-solving, research and collaboration skills.

• Delivering the speech verbally to the class, refining their public speaking skills.

• Designing visual elements to complement the verbal presentation, fostering visual literacy skills.

• Engaging in the questioning and voting process to identify the most convincing speeches, applying attentive listening and reflection skills.

1. Fostering Responsibility: Rooting Visions in Global Objectives

The first step of this transformative journey involved revisiting the UN SDGs. This anchored students’ visions in globally significant objectives and instilled in them a sense of responsibility as active global citizens.

As an entry task, students had to share how they would reimagine the world by completing the sentence “Imagine if…” Following this, they needed to contemplate how this change would impact the overall well-being and happiness of the inhabitants.

Example: Quality Education (SDG 4)

Imagine if … everyone, regardless of social class, had access to quality education tailored to their individual strengths and interests.

This change would… empower individuals, unlock their full potential, and contribute to a society rich in diverse talents and skills.

2. Group Discussion: Collaborative Utopia Construction

Recognising the collaborative nature of sustainable change, students discussed and planned utopian features in groups, enhancing communication skills and emphasising the importance of synthesising diverse opinions—a microcosm of the global collaboration for SDGs. Examples of utopias grounded in SDGs included those focusing on Zero Hunger, Clean Energy, Quality Education, Gender Equality, Reduced Inequality, Peace and Nonviolence, Innovation - Industry and Infrastructure.

3. Inquiry-based Research: Shaping Utopian Visions

In researching the UN SDGs to shape their opinions and ideal worlds, students probed critical questions, facts and statistics, navigating key aspects, including:

• Utopian Vision: How does your utopia, based on an SDG, address pressing global issues?

• Community Aspects: Ideal inhabitants and rules for serenity. How do you ensure citizens play their part?

• Life in the Community: Painting a picture, from climate to clothing choices, explore the nuances of life in your community. Why are these aspects crucial for your utopian dream?

• Persuasive Techniques: Highlighting enticing features –What sets your community apart? How do you inform and persuade others to join this visionary journey?

Bangkok Patana Magazine

4. Promoting a Sustainable Society: Visual Communication and Design

In this stage, students selected community names, crafted impactful mottos, and designed symbolic elements, including flags, reflecting their utopia’s values.

“The animal that symbolises our country is a crane, which resembles peace and happiness.” – Ruben Conroy, 8T

Analysing examples of slogans and logos, students learned to integrate design skills and adopt a holistic communication approach. They discovered how mottos can inspire, unify and convey identity or mission succinctly, practising techniques like puns, metaphors and personification.

Example community names:

• ‘Equizia’ – SDG 10: Reduced Inequalities

• ‘Prosperity Paradise’ – SDG 8: Decent Work and Economic Growth

Example mottos:

• ‘Harvesting Hope, Feeding Futures’ – SDG 2: Zero Hunger

• ‘Ripples of Purity, Waves of Wellness’ – SDG 6: Clean Water and Sanitation

• ‘Harmony in Equality, Empowerment in Diversity’ –SDG 5: Gender Equality

5. The Power of Persuasion: Analysing Speeches from Young Activists

Students analysed persuasive speeches from young activists, particularly Xiye Bastida’s ‘Imagine the Future’ speech, which invites us to envision the possibility we can create through climate action. This exercise equipped them with essential tools to craft persuasive speeches for specific audiences, demonstrating the influence of visionary education in empowering young voices to advocate for change through powerful rhetorical techniques.

6. Crafting Narratives: Planning Speeches

With a structured template, students meticulously planned their speeches. This stage challenged students to think critically about the communication of their message in terms of language choices, structure and content, as well as the implementation of their ideas, reinforcing that literature, when applied to real-world scenarios, can be a powerful tool for problem-solving.

7. Empowering Voices: Presenting Impactful Persuasive Speeches

The final stage honed students’ public speaking skills by drawing inspiration from activists and creating a class success criteria for powerful verbal communication. Focusing on aspects like intonation, gestures, eye contact, pace and voice projection, rehearsing with a partner allowed them to refine delivery and build confidence. The class had the opportunity to ask supportive questions to each presenter, engaging in a celebratory atmosphere for each vision, all of which were thoroughly impressive!

“Together, we can create a utopia not on the burnt ashes of the old world, but on the fertile ground of shared humanity… Let us be the generation that paints the world in the most vibrant hues of equality.” – Matthais Tan, 8T

“What if I told you 828 million people regularly go to bed hungry? Wondering how you could help? This is the vision for a Hunger Utopia… there will be food camps, we will reduce food waste, and food loss during early stages of growth, harvest, and storage.” – Yeshay Wangchuck, 8T

Shaping Young Minds for a Sustainable Future

This project showcased the transformative power of visionary and interdisciplinary education, leveraging literature

as a catalyst to turn ideas into persuasive action. It cultivated students’ imaginative capabilities while prompting critical and ethical considerations about the impact of envisioned changes on citizens’ well-being. This established vital links between the power of language, imagination, and practical solutions, fostering essential skills for addressing real-world challenges.

“I’m sure we all know that there is no ‘perfect’ world, hence why none exist... Examining our utopian worlds, you can see that effort has been applied to our ideas to ensure that things work, enhancing our critical thinking skills. Personally, this project has helped my voice become louder, allowing me to speak up with a supporting class beside me.” – Isa Goorman, 8T

Innovative English teaching lies in the responsibility of nurturing students who view themselves as imaginative agents and integral members of broader communities, and in the idea that we can create a foundation for a visionary curriculum.

“Don’t just sit and let time pass… we have the power and will to change the world… But the question remains, are you in?” –

Isa Goorman, 8T

Bangkok Patana Magazine

UNVEILING STUDENT AGENCY: A JOURNEY OF EXPLORATION AND EMPOWERMENT

By Sarah McCormack, Primary Principal

At the core of Bangkok Patana’s mission and vision is a commitment to nurturing students into independent, creative, and empathetic learners. This dedication is intricately woven into the fabric of our Primary school, creating a vibrant tapestry of curricular and learning experiences that not only inspire but

also challenge our youngest learners, steering them toward realising their full potential.

Passion fuels our work, and we firmly believe that what we provide our students is nothing short of extraordinary. However, the educational landscape has undergone significant transformations in the wake of the

global pandemic. In our relentless pursuit of continuous improvement, we recognised the need to revisit the essence of our mission. To embark on this journey, we assembled a dynamic group of committed middle leaders to spearhead a visionary strategic project which would span the course of two years.

Our goal? To generate innovative ideas that would elevate the learning experience for our students.

Igniting Creativity

This project commenced with a ‘blue sky thinking’ phase in October 2022, encouraging our middle leaders to brainstorm ideas without limitations, envisioning a future where student learning could reach new heights.

The suggestions were varied but upon analysis all appeared to centre on one central tenant – the idea of giving our students further agency in their learning. Once our topic was decided and named, we broke down into a smaller group of volunteers who wished to carry this action-research project further.

Exploring the Horizon

In recent times, the concept of ‘student agency’ has gained global traction.

To set the stage for our project, we delved into research around student agency. According to the OECD, student agency is “the capacity of students to actively shape their learning experiences through exercising voice, choice, and ownership.”

Our exploration began within our school, unveiling examples of student agency in various corners – the ethos in our Foundation Stage, the initiatives of the Student Council, driving questions in connected learning, and even film-making choices in ICT.

When we spoke with our teachers, they passionately endorsed the benefits of student agency, highlighting enhanced motivation, increased engagement, and a deeper sense of ownership over one’s learning journey. They stressed that activating student agency transforms classrooms into dynamic, participatory environments where students actively collaborate in their education.

Narrowing the Focus

Yet, amid these inspiring examples of student agency, a challenge surfaced during conversations with our teams – differences in opinion and a lack of shared

understanding of what student agency truly entails. This led us to the next phase of our project: crafting a shared definition of student agency for Patana and understanding how we can further develop it.

Defining the Path Forward

After careful consideration, we drafted our definition and principles:

Definition: Student agency is the motivation to actively take ownership of learning, set goals, make decisions, and reflect on progress.

Principles: We envision this manifested in students by setting learning goals, engaging in self-regulated learning, having choice and voice in their learning experiences, practicing reflection and metacognition, and choosing assessment opportunities.

Upcoming Projects

In January 2024, we provided a project update to the entire Primary staff. Later in the term, a staff Continuous Professional Learning (CPL) session will be offered to establish a foundational understanding of student agency. Additionally, our Primary Leadership Team undertook informal student interviews in Key Stage 2 to further activate student voices in their learning.

A Journey Unfolding – The Overlap of Student and Staff Agency

This project marks just the beginning of a wonderful piece of work to further place students at the heart of everything we do. Interestingly, the narrative of student agency at Patana Primary has evolved into a collective exploration of co-agency, where staff agency plays a pivotal role in shaping an environment that empowers our students.

As this project continues to unfold, it promises a future where both students and staff actively contribute to a more vibrant, dynamic, and agency-driven learning environment. Watch this space for much more to come!

DEVELOPING EMPATHY AND AN UNDERSTANDING OF GLOBAL CITIZENSHIP

By Todd Thornback, Year 6 Leader of Learning and Curriculum

At Bangkok Patana, we make a huge effort to celebrate the diverse and eclectic community our school offers. Our multiculturalism is arguably the most wonderful thing about our school. This melting pot of languages, cultures, nationalities and religions would not be possible without human migration.

In Year 6, we teach about the local and mass migration of people and the reasons why people leave their place of birth. We stress that people migrate for a plethora of reasons, many of which are involuntary.

Fortunately, when reflecting on their own migration experiences, the majority of our students speak of their parent’s desire to live in Thailand or the job opportunities for their families. They do not talk about war, famine, prejudice and disasters.

As a result, our children are forgiven

for assuming migration is always for good. People travel to new countries to experience a different lifestyle, to live in warmer climates or to provide a better life for their families. This is why, in Year 6, we attempt to give the children a different perspective. A perspective based on the reality of many others.

Before the entry point to our migration topic, the children were exposed to the push and pull factors of different fictional countries. Some were drawn to a tax free lifestyle with four-day working weeks whereas others were attracted to the tropical beaches and gender equality. When deciding on a country of their choice, the children were unaware that freedom of movement is not available to everyone.

On the following morning, the children arrived at school blissfully unaware that Year 6 had been converted into a refugee camp with tight border controls and stern officials. The children assumed

new identities with different, often less fortunate, backstories.

Initially, all of the children were based in a refugee camp. They needed to have their passports stamped before they could even attempt to enter the country of their choice. This provoked their first challenge, forming an orderly queue. This is quite hard to do in a confined space, and intervention was required. The first intervention: women and children first.

“That’s not fair!”

Once the refugees started to trickle through the security, they needed to complete a health check. They were asked personal questions about their physical health and provided with an examination. Some, more in need or with money to give, were taken to the front of the queue.

With a stamp in their passport and a health check complete, the refugees were challenged to enter a country.

New Antegria looked appealing, with its good healthcare and democratically elected government. Yet, it was only accepting those with a university degree.

“That’s not fair!”

Jurgenstein looked appealing, with its low cost of living and low crime rates. Yet, any applicant must demonstrate proficiency in the language of Jürgensteuche.

“That’s not fair!”

Qatman Arabia looked appealing, with its well paid jobs and affordable housing. Yet, you need to give up your passport on arrival.

“That’s not fair!”

Those that were lucky enough to be accepted into a country soon realised that they were not as welcome as they expected. Those that were not lucky enough, began to envy those who were deemed more fortunate.

In desperation, some of our students put their trust in people smugglers to help them find a new home at huge financial and personal costs. The children, fully immersed in their role, were desperate.

This is one of the points of the experience: to turn sympathy for others into empathy. The students were beginning to see that people were treated differently based on the circumstances they were born into. The lottery of life.

At the end of our immersive experience, the children were eager to readopt their own identities with an audible sigh of relief. Once themselves again, they were able to reflect on their experiences as a refugee. They were shocked at the hostility they encountered, the prejudice of the world and the frustration that refugees must feel.

Since this was the entry point to our learning, it is only the beginning of our deep dive into migration. Using the questions the children asked, we will continue to explore the history of human migration, including both voluntary and forced.

One of our core school values is to enable our students to become conscientious role models who are committed to integrity and equity in a diverse and inclusive society. By having a better understanding of the struggles of people around the world, the Year 6 children are one step closer to achieving this.

“That’s not fair!”

ALUMNI STORIES LIFE AFTER PATANA

THE WORLD OF BOOK COVER DESIGN:

Tom Hanks, John Cleese, Lisa Jewell...

By Ceara Elliot, Class of 2009

My name is Ceara Elliot and I recently visited Thailand whilst on my honeymoon, almost 20 years after having left.

Amongst the excitement of Bangkok, the beaches of Phuket and copious amounts of egg fried rice and coconut water, I also wanted to visit Bangkok Patana and show my husband, Rob, a place I have spoken very fondly about. My parents, Melanie and Douglas Elliot, were teachers at Patana and my brother, Stuart, also went to the school. It was a small but meaningful portion of all of our lives.

In 2004, we left Bangkok and headed back to the UK. Landing back in Hertfordshire, I finished my secondary education at the John Henry Newman (JHN) school in Stevenage. It was nice to reconnect with friends I had left five years prior. Whilst at JHN, I developed a further interest in art and design, and for my GCSEs and A Levels, I took this learning further.

I applied and got into Leeds College of Art (now Leeds Arts University), graduating with a BA in Graphic Design. One of the projects I worked on whilst there was designing book covers and it turned out to be one of my favourites. I was also encouraged to gain some work experience and this proved to be very good advice. I spent a few weeks interning at a film marketing company based in London, called Empire

Design, where I was designing film posters. My time there and the work I got out of it really did help me and my portfolio stand out.

After interviewing for a smaller design company in Hertfordshire, my interest in book cover design seemed to go down well and my details were then shared with an art director in London. The company was called Little, Brown Book Group. They were a book publisher and part of the Hachette publishing group. I started working there in 2012 as a junior book cover designer.

I was at Little, Brown for five years, where I was able to work on some fantastic covers, including Margaret Atwood, Mary Oliver, E. Nesbit and Candace Busnell. I enjoy working on a variety of different cover genres, from crime, to women’s fiction, to self-help and poetry. It keeps the job interesting, fresh and challenging. Book cover design is also incredibly diverse. I can work with illustrators, photographers, typographers and picture researchers. Unlike film posters, you can tackle a book cover using a whole range of medias. Some may be better off with photographic imagery and others might lend themselves to illustration or just typography. There are often formulas which help narrate and guide the process,

but it’s good to keep each project unique to itself. Like with most things in life, there are ups and downs. Art and design, is subjective, and it can be difficult and frustrating to receive feedback or criticism on something you think is right. I’m constantly reminding myself that it’s constructive and beneficial. There is a whole team of people with Penguin UK who our covers are put towards, then on to book sellers and finally, the authors themselves. It’s a bonus if a book cover is approved

quickly and smoothly. Something I am often told is how good I am at just getting on with the challenge at hand, it really pays off to be resilient whilst trusting and enjoying the process.

After five years at Little, Brown, and a chunky portfolio, I was approached by Penguin Random House and offered a senior designer role, which after much deliberation, I gratefully accepted. Now, six years since then, it has very much been more of the brilliant same. I have got to work with some

great authors including, Lisa Jewell, Malorie Blackman, John Cleese, Amor Towles, Pandora Sykes and most recently... Tom Hanks! A big career moment for me and truly will always feel thrilled to have done it.

Now, looking back at 10+ years working in book cover design, it has flown by. My confidence within the industry has grown and my work has reflected that. I like to keep the covers I design as varied as possible, there is always a time and a place where a certain cover feels appropriate to delve into. I don’t like to be too picky. Throughout this time I have become part of a nice community of fellow designers, which I think is very important. It helps to share stories, complain and laugh about the same stuff and also get to know other people in the field. Some of these relationships are purely just through social media and others I see at in person social events or just simply ‘going to the pub’. For example, we have an Annual Book Design Award (ABCDs), which I have been lucky enough to have been nominated on occasion. Also, myself and two fellow designers (Jack Smyth and Nico Taylor) curate an annual book design talk, that is held at St Brides in London.

My advice to anyone interested in pursuing book design or graphic design in general, is to do the work (even if selfinitiated) and get your work seen. Show interest in a whole range of institutes/companies/groups, so much of getting to your version of success is speaking or knowing the right people. As I mentioned previously, I interviewed at a small design

company in a small town in Hertfordshire, but their connection to Little, Brown was therefore my connection too. Don’t be afraid to ask. Find the right balance of aspiring but not overreaching. Success might come crashing down all in one or it might be slow and steady, either will be right for you as long as you are enjoying it (for the most part!).

My time spent at Bangkok Patana wasn’t necessarily part of the building blocks into book cover design. In fact, whilst I was there I think I was wanting to get into acting or perhaps something more associated with English. However, it has always been somewhere that has been special to me and made me unique. I have enjoyed talking about my time living in Thailand and going to an international school and people have certainly been fascinated when I have told them. Patana life helped me explore a variety of cultures, experience a dedicated and hard-working environment and meet a lovely range of people. These exposures have certainly benefitted me and where I am now and I will be forever grateful I was able to grow and learn at Bangkok Patana School, from 1999 - 2004.

Please see my website for a selection of cover designs and below are some articles I have written or been featured in, if you wish to carry on reading.

Thanks for reading,

Ceara

- www.cearaelliot.co.uk

- https://www.penguin.co.uk/articles/2021/02/ the-book-covers-that-almost-were

- https://www.creativereview.co.uk/killed-covers12-book-cover-designers-discuss-rejected-work/

- https://www.penguin.co.uk/articles/2020/12/ favourite-covers-2020-prh-designers

- https://spinemagazine.co/articles/ceara-elliot2

- https://www.thebookseller.com/news/ abcd-2021-crowns-winners-etc-1280995

- https://spinemagazine.co/articles/ceara-elliot

- https://bookcoverreview.co.uk/reviews/ fragments-held-in-store

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