By Mark Verde
The Science of Being DifferenT: BuilDing a unique curriculum
Mark Verde, Vice Principal, Learning and Curriculum
Inspiring young minds and de -
veloping curious thinkers is at the heart of education. At Bangkok Patana School, we’ve embraced a revolutionary approach to teaching science, guided by Antoine Lavoisier’s principle: “Nothing is lost, nothing is created, everything is transformed.”
“I was delighted to learn that Patana is the Thai word for development,” reflects Ruben Meerman. “Together, we have developed a world-leading curriculum that spirals around the most important fact in all of science… Everything is made of atoms! This fact is traditionally not taught until Secondary School, so Bangkok Patana Primary School students are literally 10 years ahead of their peers.”
Our journey began in 2018 when Ruben Meerman and Ian Stuart introduced atomic theory to our Primary
The foundation of our programme is the “Sticky Atoms” resource, developed by Ian Stuart. This hands-on teaching tool uses magnetic ‘atoms’ with covalent bonds, allowing students to create and understand molecular structures. Just as phonics helps children decode words, these atomic building blocks help our students read and understand their world.
School. Over seven years, we’ve collaborated to develop a groundbreaking curriculum that makes science accessible and exciting for young learners. What makes our approach unique is how we weave atomic theo-
ry throughout our entire Primary curriculum, creating connections that help children understand the “why” behind their scientific curiosity.
OUR INNOVATIVE APPROACH
The foundation of our programme is the ‘Sticky Atoms’ resource, developed by Ian Stuart. This hands-on teaching tool uses magnetic ‘atoms’ with covalent bonds, allowing students to create and understand molecular structures. Just as phonics helps children decode words, these atomic building blocks help our students read and understand their world.
The learning journey progresses naturally through each year:
Foundation Stage students begin their exploration with simple observations and questions using Sticky Atoms. By Year 1 (ages 5-6), children are already engaging with the peri-
odic table, using microscopes, and building basic molecules like hydrogen, water, and carbon dioxide.
As students advance, their knowledge deepens. Year 2 students apply their understanding to photosynthesis, seeing how carbon dioxide and water transform into glucose and oxygen. The curriculum then builds systematically through to Year 6, where students explore complex concepts like electricity and the circulatory system.
BUILDING EXPERT TEACHING
To ensure consistent, high-quality instruction, Ruben has worked closely with our Science Leader, Ms Laura Renesto, and our Year Group Leaders.
“Working with Ms Laura, the science advocates, classroom teachers, the leadership team and, most importantly, the children, has been a dream come true,” says Ruben. “And that dream is bearing fruit. I am immensely proud of what we have achieved together at Bangkok Patana School.”
REAL-WORLD CONNECTIONS
Our students learn to distinguish between different types of matter in practical ways. For example, they understand that vitamins and minerals, both essential micronutrients, differ in their atomic structure - vitamins being molecules and minerals being single atoms that we must obtain through diet.
LOOKING FORWARD
Our goal is to continue nurturing the natural curiosity of our students, encouraging them to question and explore the world around them. Through this unique approach to science education, we’re not just teaching facts - we’re developing young minds that understand the fundamental building blocks of our universe.
This curriculum represents more than just science education; it’s a new way of helping children comprehend their world, making Bangkok Patana School a pioneer in Primary Science education.
TranSporT upDaTe
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Check out the newest episode of The Patana POD!
creaTing aTmoSphere wiTh SounD: lin marSh
In a workshop with Lin Marsh, we learned and performed two songs: Lady Dressed in White and While the Tanks Roll By. For Lady Dressed in White, we created soundscapes, layering different sounds to build atmosphere and tell the story in a more immersive way. Lin Marsh showed us how to use our voices in different ways, not just to sing but to add depth and feeling and she also taught us harmonies within the song. It wasn’t just about learning the songs; it was about under -
standing how music can create emotion and paint a picture. One thing I learned that I didn’t know before was how small changes in dynamics and expression could completely transform a performance. I enjoyed the way we worked together to bring the music to life, especially through the soundscapes, and singing. Looking back, the workshop was an inspiring experience that showed me how music is more than just singing—it’s about storytelling and emotion.
Hui Ying (Ying Ying) Han, 8R
of an unforgettable experience for many.
Day 1, after a long 3-hour bus ride, the students arrived safely at the campsite. There was a lot of excitement and a bit of nervousness for the upcoming journey. They were greet-
skills through the residential practice journey and the DOEIA ECA’s that they attended. It was amazing to see how independent all the students had become as they set up their own tents and made their own dinner without needing any assistance.
alongside one of Khao Ito’s beauti ful lakes. The students used their map skills and compass skills to navigate their way through the trail. As they had already measured the bearings and predicted the terrain the night before, it wasn’t too much of a challenge during the trek. They stopped for lunch at
and gave them a beautiful change of scenery. Everybody loved it and they made sure to get tons of great photos (while others tried to avoid getting chased by the dogs that were accompanying them for lunch). The day flew by, in the evening after a delicious homemade meal, some toasted marshmallows, some burnt marshmallows and after some more route planning, the students were ready for bed.
Day 3 really tested the students morale as they trekked another 13 km back to the campsite. The terrain
students handled it like champions through the morning sun. Though everyone was tired, they pushed through and made it back to the campsite within a few hours. The students all felt extremely accomplished and proud of themselves for completing their Bronze DOEIA journey! The trip was an amazing opportunity for students to learn a lot about hard work, being able to work as a team and being independent. Good job to everyone who participated or will participate in the Bronze award! Special thanks to the Wild Lodge
staff who made us feel welcome and comfortable at the campsite. Also a special thanks to Mr Rozario, Ms Fielding, Mr Whitehead, the nurses and the outdoor activities team, the journey could not have been done without them!
Please drop a follow on IG: @bps_ outdooreducation
humaniTarian viSiTS Year 6
Todd Thornback, Year 6 Leader, Curriculum and Assesment
Weare blessed to have wonderful people interwoven within our community at Bangkok Patana School. This includes our parents, who have an abundance of talent, dedication and passion for different causes.
Upon hearing about her child’s learning about human migration and the sustainable development goals, Hannah Maran asked if she could be of assistance to the learning in the school.
Hannah’s commitment to her humanitarian work as part of the International Committee of the Red Cross (ICRC), provided an authentic and eye-opening insight into the impactful and purposeful work members of our community provide the rest of the world. By telling the children her story, she was able to make the children realise that they too could become someone who makes a difference to others.
Her presentation to the Year 6 students was inspirational. She spoke about the diversity of roles within the ICRC,
from farming experts to surgeons in conflict zones. She illustrated the vastness of people in need and the commitment her colleagues provide to making other people’s lives better. The children may one day use this moment as a springboard to their own future, as global citizens in an international community.
Hannah started her presentation by defining humanitarianism as the belief that all human life is valuable. Yet, the children know that they don’t need to work in the ICRC to be a humanitarian.
Students responded with thoughtful questions with few asking, “What qualifications do people need to be a humanitarian?, “ Why does war happen?”, “Is it hard being a humanitarian?”.
Inspirational people walk within our community. Hannah is one of them.
ommuniTY engagemenT aT Bangkok paTana
Alexandria (Lexi Melling) 11M, Sara Naheta 11S
INTRODUCING RESTORE: RAISING EDUCATION ON SLEEP TO OPTIMISE RESTFUL ENERGY
Sleep is essential for overall health, yet it’s often the first thing we sacrifice - whether we’re students, parents, or teachers. Most people will experience sleep deprivation at some point in their lives, especially during their teenage and young adult years. Unfortunately, bad sleep habits formed in youth often carry over into adulthood, where increasing stress and workloads only worsen the issue.
AIMS AND OBJECTIVES
We started Restore because sleep matters. This is even more so in our youth, when quality rest is essential for growth, learning, and overall well-being. Our mission is to raise awareness about sleep issues, support those struggling with sleep, and promote healthy sleeping habits that last a lifetime.
Not only do we aim to spread awareness and offer support in our community, we also aim to contribute outside of Patana. We plan to fundraise for organisations advancing sleep research and providing treatment for sleep-related
conditions, such as sleep apnea, insomnia, and more.
FUTURE PLANS
We’re excited to take our mission even further with upcoming events, starting with World Sleep Day on March 14th! We’ll be hosting a tea sale featuring a variety of different kinds of tea, including boba, matcha, chrysanthemum tea, iced tea, and more - come and try something new! All proceeds will go towards sleep-related initiatives as mentioned. There will also be a “Dizzy Glasses Challenge” to experience the effects of sleep deprivation in a fun and interactive way. In addition, we’ll be running a quiz on the daily notices to spread awareness about sleep facts, with winnable prizes.
RESTORE is open to everyone who wants to make a positive impact. Whether you’ve struggled with sleep, are a wellness advocate, looking to improve your lifestyle, or are simply curious, RESTORE would love to have you join us!
BookS anD BurriToS
Carly Peart, Cross Campus Vice Principal
Last Friday, nearly 40 academic staff from across the Primary and Secondary Schools gathered for the Books & Burritos meet-up; an opportunity for staff to come together, enjoy a burrito and engage in a a lively discussion around the book, When the Adults Change, Everything Changes by Paul Dix.
Between bites of burritos, colleagues exchanged insights on the key messages of the book; maintaining high expectations with kindness, managing behaviour through relational approaches, and fostering a culture of respect. Discussions ranged from small, practical strategies to
whole-school approaches, with many sharing personal experiences and reflections on what had resonated most with them.
The Books and Burritos initiative continues to be a highlight of professional learning at Patana, offering a relaxed yet impactful way for teachers to connect, collaborate, and deepen their practice. With another successful session complete, we look forward to future gatherings that blend great books, great food, and even greater conversations.
#292 Taylor’s Technology Tips – neuroscience To help you & your Teenager
Image source: https://bakadesuyo.com/2025/02/teenager-motivated/
Although not directly linked to technology, I’m sure you may have challenging conversations with your tween/teen regarding achieving a balanced digital diet. If your household is similar to mine, then I think you’ll be grateful for the advice in this article: https:// bakadesuyo.com/2025/02/teenager-motivated/. If your little ones are not at that stage yet, then I urge you to read the post and be prepared; bookmark the link for the future you!
Summary Excerpt:
• “No, Their Brain Isn’t Broken: They want autonomy and respect. When you nag, they tune you out faster than you can say, “Why are there 14 half-empty Gatorade bottles in your room?” The goal is to be a mentor. Be the Yoda of parenting (but without the terrible grammar.)
• Use “Wise Feedback”: If you want someone to do better, you can’t coddle them into mediocrity. But you also don’t want to go “Simon Cowell judges karaoke night” and wreck their confidence forever. Give criticism but with a reason. And the reason is that you think they have potential.
• Use The “Vegemite Method”: Getting them to do something doesn’t have to feel like some End of Days battle. Ask, don’t tell. Honor their competence. Validate their feelings. Presume agency.
• Give Them Purpose And Meaning: If you want to motivate teens to do something boring, stop pretending the assignment itself is going to spark joy. It’s not. And they know that. Instead, sell the dream. Tell them this is how they become the person they want to be.”
Have a great half-term break!
Brian Taylor Vice Principal, Technology
for Learning
alicia hamilTon TopS The worlD in gcSe graphic communicaTion
Chris Ferne, Secondary Head of Arts
For Alicia, Digital Art is more than a subject at school, a hobby or entertainment; it is her voice, her means of communication, and her way of expressing herself. Her digital artwork is deeply personal and beautifully crafted, reflecting both her talent and dedication.
I have personally witnessed the relentless hard work and determination Alicia poured into her GCSE Graphic Communication projects, which culminated in an extraordinary achievement: earning the highest grade in the world. It is a testament to her perseverance, creativity, and the love she has for her art.
Here is an interview with Alicia, offering insights into her journey, inspirations, and the story behind her success.
Q: How did you feel about the
workload for your GCSE Graphic Communication course?
It was a lot of work, but I found it enjoyable. Sometimes it felt overwhelming but the challenge pushed me to grow and develop my skills.
Q: What type of art do you enjoy creating the most?
I really enjoy drawing stylised anime characters and designing my own characters. Drawing is a direct medium, unlike photography, where you’re somewhat restricted by the real world. With drawing, I have full control over translating my thoughts and ideas into visuals.
Q: What is your process when you are creating a character design?
Once I know what type of character I’m designing such as an archetype or totally unique character. I then imagine what characteristics they
could have. I either go on Pinterest or Google to search up reference pictures for inspiration. After that, I then do a single page where I’m sketching out different rough ideas for the character design. I then choose my favorite sketch and ‘lineart,’ the piece. Lineart is a clean final ready drawing. Some people also call ‘Inking,’ Following this I flat color the work and then render lighting effects.
Q: Do you have any tips for creating successful portfolio pages?
First off it’s important to make sure that your slides are appealing and neat to look at. I always think of a portfolio slide as my whole art piece. I first write out all the content I need for my slide like the title, information needed, and images and drawings I need. After that is listed, I sketch out what my slide would look like in procreate. I reference from my sketch on
procreate and make it in my Google slides and convert all content I need for my slide onto there.
Q: What are a couple of your favourite pieces that you have created?
My favourite pieces of my art are ‘TnT the Place,’ and ‘Power girls,’
‘TnT the Place,’ is a satirical piece about the absurdity of traditional gender roles. I was inspired by the bold imagery of Soviet propaganda posters. By juxtaposing the masculine symbols of power portrayed in the Soviet Union Poster aesthetic with a feminine drawing of a pink cat in a contemporary anime style with features like a pink bow, eyelashes, and having a fun time. This piece is intended to playfully challenge inequalities of power across genders. The pink cat is a symbol seen as fragile but
here she is seen as a powerful force, wielding a TNT bomb taken from the Minecraft series so this adds to the humour. She is ready to destroy the oblivious top hatted men at their table consumed in a console war with each other. I have used video games rather than card games as they are more relevant to today.
‘Power Girls,’ was the front cover of my comic book ‘Power Girls to the Rescue.’ For this comic we had to choose one global issue and I decided to choose the environment as it is important for all of us. I wanted to create superheroes who were women so as to appeal to girls to encourage them to make a difference. I feel that there are not enough genuine three dimensional superhero leads that are female and this was part of my focus for this project. This piece was chal-
lenging as I had to deal with multiple dynamic figures in a group and a detailed background. I am really happy with the way this piece worked out.
Q: How do you approach creating art, especially when it comes to balancing technique and creativity?
While technical skills are important, I believe the concept or idea behind the art should always come first. Thinking outside the box and focusing on the message you want to communicate is far more impactful than obsessing over perfect technique. The technical skills should serve to enhance the concept.
Q: Can you explain what you mean when you talk about the relationship between technique and meaning in art?
What I’m trying to say is that if you want to create truly impactful art, it
needs to have a message or meaning behind it. The techniques should be there to support and enhance that message, not overshadow it. In my second portfolio, I decided to shift my attention from purely visual effects as by this point I was already confident in my technical abilities, so I started emphasising the meaning and message of my artwork. That shift helped me appreciate the deeper value of art. I realised that art could communicate personal messages and provoke thought, which made me value it even more.
Q: What do you enjoy the most about drawing as an art form?
Drawing offers a gateway into a fictional world, providing both an escape and a space for reflection. Stylised characters, like those in anime, help create that sense of escapism, allowing people to disconnect from the real world and immerse themselves in something imaginative.
Q: Why is art so significant to you and to society?
Art plays a vital role in society, from entertainment to industries like architecture and engineering. It influences everything from video games and movies to the buildings we live in. Art encapsulates our history and culture, it’s everywhere and deeply intertwined with our daily lives. This is why I love it so much.
Q: What do you find appealing about digital art and what tools do you use to create your artwork?
Digital art is incredibly convenient, particularly with my iPad. It’s accessible anywhere, so I can work on my art whenever I’m inspired, whether I’m at home or on the go. I mainly use Procreate, but I also switch between other programs like Clip Studio Paint depending on the project.
Q: Can you share more about
why you are so passionate about art and how it connects to your interests?
My love for anime and video games is what sparked my interest in art. I’ve always been fascinated by these worlds and wanted to create my own. Watching and consuming art made me curious about whether I could create something like it myself. That curiosity led me to pursue art, and it’s that passion that continues to drive me today. It’s important to be patient and learn to love the medium you’re working with—otherwise, it would feel less genuine.
Q: What are you up to now?
In the IBCP Art Specialist Course I’m still continuing my passion for drawing in digital art. In my Journeys’ class I’m making a comic teaching kids the basics of photography. The whole premise of the story is kids going on a field trip in the canon building and learning about photography. In Mr Ferne’s class, I’m making a video based off a children’s book where I have to act as a cat and roll around on the ground. In Mr Corker class, I’m making a manga about Gorden Ramsay and his journey of making Pad Thai. It’s all good fun.
Q: How did the people around you, like friends and teachers, support you during your GCSE art journey?
My friends Gena and Zheng on the course were always so supportive and encouraging. Sharing ideas, giving feedback, and motivating each other during. Their positive energy and teamwork kept me going when things got tough. Also a big thank you to Mr Ferne for his support throughout my GCSE art course. He gave me great advice on improving my portfolio and artwork. His relaxed, fun teaching style made the course enjoyable, and he was a huge help during the
challenging times when I doubted my skills. There were moments when I felt like quitting, believing my art wasn’t good enough but he encouraged me, helped me get back on track, and reminded me to focus on my love for illustrating and character design. He truly made a difference in my journey.
Q: What advice would you give to students who are studying/ looking to study Art and Design?
My advice is to stay passionate about the subject and build solid foundational skills. Work on your portfolio consistently—don’t leave it to the last minute. Also, make connections with others in the course and support each other.
It’s important to be patient and learn to love the medium you’re working with— otherwise, it would feel less genuine.
Year 12 reflecTive projecT Trip To naTional gallerY
Thisweek, Careers-Related Programme students visited the National Gallery in Bangkok. Although these students spend a lot of their time around the Art classrooms, this was not an Art trip. The National Gallery is currently hosting the Bangkok Art Biennale and we were there to study a video installation by Som Supaparinya. This activity bears relevance to the Reflective Project, very similar to the Extended Essay studied by Diploma Programme students, but there is one key difference between the two: Careers-related Programme students have the option of submitting a shorter research paper alongside one of several modes, which include; a short film, a spoken presentation, an interview, a display of images or a play.
This is a really exciting opportunity for students to practice skills that they will be using in the workplace, wherever their career and university journey takes them. However, the option also provides challenge, as it requires them to produce a response to research that they are unlikely to have experienced before. Our visit to the gallery gave them the chance to see how important global issues can
be presented in such a way that entertains an audience, without losing any of the academic rigour.
Supaparinya’s work, ‘The Rivers They Don’t See’ explores how political and economic initiatives lead to geographical changes that affect the lives of ordinary people through the medium of film. There were also other works within the exhibition that used the modes of photography and film to creatively broach issues of global importance.
At this point, the students have been beginning their research journey by creating an annotated bibliography and will soon submit their research proposal. Students were very engaged during the trip and evidenced the significant interpretative and analytical skills they are already practising in school each day. Each student was also able to apply their understanding of communication skills to both discussing the artists’ work and in beginning to explore their own chosen issues and their respective ethical dilemmas, showing the journey they are now making from school studies into the real world of adult research.
Marie-Claire Redman, Secondary Art Teacher, Extended Essay Leader
TeacherS aS arTS pracTiTionerS (TapS) projecT: arTiST SpoTlighT
The inaugural TAPs Exhibition, Patana Canvases, was a resounding success, uniting staff, students, and families in a vibrant celebration of artistic expression and collaboration. Since the launch of this professional learning programme at Bangkok Patana, creativity has flourished beyond the classroom or office, with staff in the programme actively engaging in their own artistic practices. TAPs supports and showcases educator-artists and professionals in education, highlighting how their creativity enriches teaching, fosters innovation at work, and enhances personal expression. In this edition, I interview Marie-Claire Redman, Secondary School Art teacher and practicing artist, about her latest series exhibited in Patana Canvases and the programme’s impact on her growth as both an artist and educator.
INTERVIEW WITH MARIE-CLAIRE REDMAN
ROLE: SECONDARY ART TEACHER, TUTOR 13R, EXTENDED ESSAY LEADER
1. Your artist statement highlights your belief that ‘effective art speaks to all people’. How do you ensure your art speaks to all people and connects across cultures?
I am a strong believer that effective art speaks to all people and that there is no correct reading of any one
particular piece; therefore, what I make aims to make links across cultures and refers to a variety of cultural touchstones, by experimenting with mixing popular culture with what’s considered as ‘high art’.
2. How has your exposure to different artistic traditions influenced your approach, particularly in the way you incorporate cultural imagery and styles?
Living in Southeast Asia has inspired me to explore similarities and differences between this context and the Western canon that I grew up with and to respectfully play with local visual language. I love that I am beginning to recognise and understand how the use of colour, symbols and style trickles from Thailand’s rich art heritage into the work of contemporary artists here.
3. How has teaching and working with students shaped your artistic direction?
My background is in printmaking and oil painting in the style of the European masters, but working in teaching has meant that my daily work with students often leads me down creative pathways that I may not have explored otherwise. For example, right now I’m working on some painting (of course), lino printing and bookmaking.
4. What have you chosen to exhibit for Patana Canvases? Can you share the inspiration behind your work and the process of creating it?
Purnima Ghogar, TAPs Project Lead | Secondary English Teacher
TapS arTiST SpoTlighT
This current Artefact series explores society’s relationship with popular culture and how this impacts our roles and understanding of the world. The pieces are inspired by found paper objects and aim to challenge the digital flattening of aesthetic communication through commodification.
5. Can you tell us more about yourself and how you are navigating the balance between artistic practice with your professional responsibilities at school?
I am currently a Teacher of Art, Tutor to 13R, and Curriculum Leader for Extended Essay at IB at Bangkok Patana School. I frequently draw on the experiences I’ve had- especially the challenging ones like taking part in major exhibitions and completing my Masters, to solve problems creatively. When I am active in my practice, I sometimes feel like I am working two jobs but I find that they complement each other enough to make it more than worthwhile- it just takes a bit of careful time management!
6. How does it feel to see your artwork exhibited in this space? Have you received any interesting reactions or feedback from viewers?
I had a beautiful discussion with some of my Tutor Group who I bumped into in the TAPs Exhibition. Given that I ex-
hibit fairly regularly, it surprised me just how much it meant to me that they liked it! I find discussing art with young people because they are honest and unafraid to share their opinions and questions- they are the voice of the future.
7. How has the TAPs CPL programme influenced your creative journey and approach in the classroom as an artist-teacher? What was the most valuable part of this experience for you?
This opportunity was a good motivation for maintaining my practice, even during busy work times; it’s my self–care. When I was younger, I used to hate writing artist statements but now I really enjoy the focused task of reflecting on my experiences and how they have shaped me as a person, which also prompts me to interrogate my practice and the creative decisions I make. Understanding of different cultural contexts and their effects on our creative practice is something I emphasise in my teaching - my IB students are well aware of this!
Patana parTicipaTes!
Achievements from Our Community
Thitida Leelapanyalert, Parent
Dayton from Year 4 participated in the International Mathematics Competition on 24th November 2024, competing against students from Australia, Malaysia, the Philippines, Indonesia, Singapore, Thailand and the USA.
The results, announced this past weekend, placed Dayton in the *Bronze Level*—a great achievement in a highly competitive field. Congratulations to Dayton on his success!
Achievements from Our Community
Joe,
7U recently competed in the U12 and U14 boys’ divisions at the JNT Tennis Junior Championship, a tournament featuring nearly 70 participants from Thailand and around the world.
Demonstrating exceptional skill and perseverance, he fought hard until the very end, ultimately winning the singles championships in both categories. Congratulations, Joe!
Erica Z, Parent
Patana parTicipaTes!
Achievements from Our Community
Vex Robotics Parents
STUDENTS QUALIFY FOR WORLD ROBOTICS CHAMPIONSHIP
Four of our students recently competed in the VEX Robotics Thailand National Championship 2024-2025 at Panyapiwat University. Year 9 student Brando Fahr and Year 10 student Edward Tantapakul teamed up for the middle school category, while Year 10 students Justin Miller and Remy Hartayo competed in the high school division.
Among 110 competing teams from across Thailand, Brando and Edward’s team won the middle school cat-
egory while Justin and Remy’s team took second place in the high school division. Based on these outstanding results, they will combine to form one team to compete at the 2025 VEX Robotics World Championship in Dallas, USA this May, where they will compete alongside teams from around the world.
We congratulate our students on this significant achievement in their robotics journey and wish them success at the World Championship.”
