A ShAred ViSion for TeAching And LeArning in PrimAry
Sarah McCormack, Primary Principal
After a year of collaboration, reflection, and refinement, I am incredibly proud to introduce to the community our Framework for Teaching and Learning—a shared vision that brings together the essential elements of high-quality teaching in the Primary School.
Developed in partnership with leaders and staff across the school, it is grounded in tried-and-tested approaches, evidence-based research and proven strategies, including those from Tom Sherrington’s Walkthrus. This framework provides a common language, sets high expectations, and ensures consistency, while also allowing professional judgement and creativity to thrive.
WHAT DEFINES HIGH-QUALITY TEACHING IN PATANA PRIMARY?
At the heart of this framework are four key components that define our approach. Each component includes a set of practices that contribute to effective teaching and learning in every classroom, summarised as:
1. Portraying the Curriculum
High-quality teaching begins with strong subject knowledge and thoughtful planning. Learning is made clear, well-structured, and relevant, with meaningful connections across subjects and to the real world. Lessons build on prior knowledge, incorporate explicit modelling, and provide guided and independent practice. We encourage inquiry and exploration, empowering students to develop critical thinking and problem-solving skills.
2. Fostering Belonging
We believe that students learn best when they feel valued, included, and supported. Our classrooms are built on respect, trust, and kindness, ensuring every child has a strong sense of be -
longing. We champion student voice, encourage risk-taking, and help children develop confidence in their abilities. Intercultural understanding is embedded in our daily interactions, helping students connect with both their own identities and the diverse global community they are part of. Parents play a key role in this journey, and we work closely with them to support every child’s growth.
3. Ensuring Participation
Engagement is the foundation of great learning. Through clear routines, high expectations, and effective questioning, we create classrooms where every child is an active participant. Curiosity drives learning, and students are encouraged to ask and explore their own questions. Scaffolded learning, digital tools, handson experiences, and collaborative opportunities ensure that all our students are inspired, challenged and supported.
4. Informing Learning
Knowing where each child is in their learning allows us to be responsive and intentional in our teaching. We use a combination of formative and summative assessments to guide planning, refine teaching, and provide meaningful feedback. Data is used thoughtfully to identify trends, support progress, and ensure that every child receives the right level of challenge and support. Most importantly, we involve students in this process, helping them reflect on their learning and take ownership of their next steps.
WHY THIS MATTERS….
This framework defines what makes teaching and learning at Patana unique—and, we believe, exceptional. It sets shared and high expectations and ensures that every child, from Foundation Stage to Year 6, across every subject— from PE to ICT—receives an engaging,
“Excellence in education is when we do everything that we can to make sure they become everything that they can” – Dr. Carol Ann Tomlinson
inclusive and aspirational education.
Aligned with our guiding statements of Well-Being, Learning and Global Citizenship, it reflects our unwavering commitment to placing students at the heart of all we do. It also connects seamlessly with the Great Teaching Toolkit used in Secondary School,
strengthening our whole-school approach.
By developing and embracing this shared vision, we hope to amplify our collective impact. With a clear direction and a culture of continuous professional dialogue and growth, we ensure that every teacher is support-
ed to deliver their very best—while every student has the opportunity to reach their full potential. As we bring this framework to life, I look forward to seeing the clarity, consistency, and collaboration it fosters across our Primary School.
chAmber reciTAL 2025
Narida (Nia) Ekaraphanich, 9N
The Chamber Recital 2025 was an evening filled with passion, emotion and musical storytelling. As performers took the stage, the atmosphere was lit up with a sense of anticipation, as each note carried the dedication and effort, hiding the months and weeks of practice. This concert was more than just a showcase of technical skill; it was a celebration of collaboration and artistry, where each instrument played a crucial role in creating a harmonious experience.
From delicate vocal duets to expressive solo performances, the recital highlighted the beauty of chamber music, at times intimate yet powerful; a force binding musicians together towards an end goal. As I reflect on the event, I find myself appreciating not only the music itself but also the dedication and lessons that came with performing in front of an audience.
Music is a very special way of connecting with both people and an audience. Like Hans Christian Anderson once said, “When words fail, music speaks”. I THINK music hasa way of expressing what words cannot, a deeper, more profound connection. This concept perfectly encapsulates the essence of the Chamber Recital. It was not necessarily about playing the correct notes, rhythms or even
dynamics all the time, instead about the story you are trying to tell, or the emotion you would like to evoke as you are playing on stage.
Reflecting back,, I know that performance opportunities like these are highly cherished. The chance to step onto the stage, to share months of hard work, and to connect with an audience through music is an invaluable (and underrated) experience. It is through performances like the Chamber Recital that we, as musicians, grow, not only in our technical abilities but also in our confidence, expression, and ability to communicate through sound. Let us remember that the ability to create music and play an instrument is an extremely extraordinary gift.
Finally, I would like to extend my gratitude to the music department for organizing this recital and giving us the platform to express ourselves. Their support, dedication, and encouragement make these moments possible, allowing us to showcase our craft, collaborate with fellow musicians, and experience the true power of live performance. This recital was more than a concert - it was a celebration of music, hard work, and the shared passion that brings us all together.
The JumP from gcSe To ib PhySicS
Christopher Maruniak, Year 11 Physics Teacher
After teaching for many years, I know how big the jump is from GCSE to IB Physics HL. The increased workload, deeper content and faster pace can be daunting. But how do students really feel about it? Here’s what they had to say.
How did the transition feel at first?
The majority of students found the transition challenging but manageable with time. Many were surprised by the sudden shift in difficulty.
“It was definitely a challenge at first, but after adapting, everything started to fit together.”
“It felt like going from riding a bike to driving a race car—except the instructions were in another language.”
What was the biggest challenge?
Most students agreed that the workload was the hardest adjustment. The style of questions also changed dramatically, requiring deeper understanding.
“In GCSE, I could get by with memorisation. In IB, I have to actually understand everything.”
“The IA was a completely new challenge, but once you get the structure, it’s not too bad.”
How does the workload compare to GCSE?
Unanimously, students reported a huge increase in workload, estimating it to be four to five times greater than GCSE. Many emphasised the importance of staying on top of work.
“If you don’t review after class, you will fall behind. There’s no way around it.”
“We don’t get worksheets anymore—just past paper questions and independent study.”
How has your relationship with the teacher changed?
Most students feel they are more independent but still rely on teacher support when needed.
“I try to work things out myself first, but having a teacher who explains things clearly makes a huge difference.”
“Mr. Maruniak’s fast-paced style keeps us engaged. The problem-solving sessions are actually fun.”
Do Triple Science students have an advantage?
While some Triple Science students felt slightly more prepared at the start, the consensus was that everyone evens out by Term 2.
“Triple Science helps at first, but IB Physics is a whole new level. Work ethic matters more.”
What advice would you give to Year 11s considering IB Physics?
Students strongly recommended taking the course only if you truly enjoy Physics and are ready to commit to the workload.
“If you’re interested in Physics, go for it! It’s tough but rewarding.”
“Be organized. Don’t fall behind—it’s hard to catch up.”
Final Thoughts
IB Physics is challenging, but for those who love problem-solving and discovery, it’s incredibly rewarding.
“It’s brutal, but if you put in the effort, it’s one of the most satisfying subjects you can take.”
PATAnA roboTicS TeAmS Shine AT Vex iQ ‘rAPid reLAy’ comPeTiTion
Onthe first Saturday of the half term break, Feb 8th, two Patana Robotics teams (67282A Tong Tong, Tee D and Renjiro and 67282B Caleb and Thomas W), proudly represented our community at the Vex IQ “Rapid Relay” Thailand Cup, in Bangkok. Months of dedication, teamwork, and innovative thinking culminated in an extraordinary showcase of driver skill, team resilience, and creative problem solving. Competing against top teams from across the region, our young engineers exemplified the core values of rigor, curiosity, and collaboration.
CURIOSITY SPARKS INNOVATION
Curiosity was a driving force throughout the process. The “Rapid
Relay” challenge requires teams to collect and deliver “plushy” balls with speed and precision into four elevated targets. Success demanded outof-the-box thinking and a commitment to finding creative solutions.
From brainstorming strategies to overcoming unexpected design flaws, these students have demonstrated an eagerness to experiment with new ideas. Their questions—”How can we make our robot better?” or “What if we changed this?”—were met with collaborative problem-solving and a determination to succeed.
THE RIGOROUS PATH TO EXCELLENCE
Preparation for the competition began back in August 2024, long before the spotlight of the event. Two blocks
of weekly, two hour ECA sessions attended by 12 students from Year 6 to Year 9, provided the foundation for success. Throughout ECA Block A and B, all the students embarked on a journey of rigorous design, problem solving, prototyping, programming and testing. Each week the students challenged themselves to refine their creations, ensuring their robots could excel in the high-speed, high-stakes environment of ‘Rapid Relay.’
To build a functioning and complex robot in this short time is no small feat. The students needed to overcome numerous setbacks and master new concepts, while recording all their efforts in detailed engineering notebooks which would explain their design decisions to the judges. The journey started out by creating stur -
Max Hopwood, Leader of Primary Technology
dy robot structures with efficient drive systems. Then the teams began prototyping and iterating their chosen collection and delivery mechanisms which ranged from mechanical claws and harvesting wheels to dispensing chutes and catapults. Finally, once the robots were working well, they coded movement sequences for the autonomous skills rounds, where the robot operates independently following meticulously constructed programs. The level of dedication displayed by the teams highlighted their willingness to go beyond the basics and strive for excellence.
COLLABORATION: A KEY INGREDIENT
Collaboration was at the heart of the journey. Within their groups, students divided roles, shared responsibilities, and leaned on each other’s strengths to achieve their goals. They practiced presenting their designs to the group, giving constructive feedback while celebrating small wins along the way.
The competition itself added a new layer of teamwork. The Vex IQ format requires teams to form alliances during matches. This meant that clear communication and mutual respect were essential. Our students worked seamlessly with their peers, building trust and understanding in record time to score as many points as possible.
PROBLEM-SOLVING UNDER PRESSURE
In the heat of the event, 60-second-long alliance matches came fast and furious. Robots occasionally malfunctioned, unexpected obstacles arose, and time seemed to move at double speed. Despite this, the Patana teams remained cool-headed and focused. Their ability to troubleshoot mechanical and programming issues under pressure was nothing short of remarkable.
They demonstrated agile thinking, swiftly identifying problems and implementing solutions to keep their robots performing at peak efficiency.
COMMUNICATION: BUILDING BRIDGES
Strong communication skills were another hallmark of the Patana teams on the event day. Whether it was sharing their strategy with an alliance partner, seeking clarification from referees, or cheering on fellow competitors, the students embodied the spirit of sportsmanship and camaraderie.
A TRIUMPH WORTH CELEBRATING
At the end of the day, the Patana Robotics teams returned home not just with impressive results, but with memories, friendships and lessons that will last a lifetime. Their achievements at the ‘Rapid Relay’ competition are a
testament to the power of hard work, curiosity, and collaboration.
Through their journey, these young engineers proved that success is about more than winning; it’s about learning, growing, and inspiring others along the way. Congratulations to all the team members for their dedication, innovation, and teamwork—your school and community couldn’t be prouder!
Here’s to more challenges, more growth, and more victories in the future.
VALUABLE LIFE SKILLS
The Future of Jobs Report from the World Economic Forum 2025 listed the main skills highlighted by employers for the future. Three of the top five were analytical thinking 86%, resilience, flexibility and agility 64% and creative thinking 57%, with technological literacy being seen by 79% as increasing in desirability as we move towards 2030. What better way to practice and hone these core skills than joining the Patana Robotics teams and testing your mettle against peers across the region? Look out for our next ECA offering in Block D this year, and again A and B in 2025/26.
Appreciation and thanks must also go to all the staff who make this ECA run so well, Mr Jeck, Mr Taylor, Ms Mayhead and Ms Tipper.
ACADEMIES AT PATANA
SeASAc TenniS 2025
Thisyears event was hosted by Harrow School Bangkok, the positives of this are sleeping in your own bed and being able to rest easier with the negative being the overseas trip which creates so many off court memories.
Having had no students graduate last year, both Boys’ and Girls’ teams were very similar with Justin and Anya being the only debutants.
As with all Division 1 SEASAC tournaments, eight teams were taking part split into two pools of four.
The Girls’ who were runners up in 2024 were in good form having defeated the best of Bangkok in the warm up events and started strongly with wins against BSJ and SAIS 4-1 and 5-0 on the opening day.
Day 2 started in similar fashion as NIST were blown away 5–0 to confirm top spot in the group.
With the other group a lot tighter we had to wait to find out our semi final
opponents as even though UWC Dover had won in similar fashion to ourselves, the other three teams had all won one and lost two and all won the same amount of matches (5), same amount of sets (11) so the placings were decided by games won which saw CDNIS HK squeeze through. The girls took this in their stride and duly dispatched them 5-0 to reach a third final in a row against UWC Dover.
Having won in 2023 but not really got close when losing in 2024, the girls were certainly up for it and gave their all. Although Pin held a match point in her singles and Raichah had a titanic battle in hers we couldn’t make any headway and although Asama and Mila won their doubles and Amy and Pip in doubles and Rinka in singles fought all the way we ended losing 1-4 to take the runners up spot again.
The Boys’ had the graveyard shift on Day 1 with a 3pm start and then a 7pm match so after a morning at school and a practice also at school
headed over.
First up for the Boys’ was host school Harrow who had two top level players heading their squad, with rules changing three years ago to enable students to play singles and doubles in different matches throughout the tournament, this meant although we had a set roster 1-8 for the event match by match rotation was possible. With this in mind, I had decided to gamble a bit and put top seed Al into the doubles to try and strengthen both pairs. True to form as hard as Pete and Justin tried, the Harrow top two had too much in their locker, so we were quickly 2-0 down. Al and Philip quickly won their doubles to stem the flow and then Anton had an excellent match at singles 3, which he managed to sneak in the deciding super tiebreak. Unfortunately the best laid plans didn’t quite come off as even though team captain Munk and Stefan led 4-2 3-2 they couldn’t quite get over the line losing in their super tiebreak.
Daniel Ahl, Head of Tennis
The Boys’ bounced back defeating TTS 4-1 to end the day with a win and a loss.
Day 2 saw a similar story as we played CDNIS HK for see who make the semi finals, with a similar strategy in place for our first game we once again went to the well but this time with no singles wins and two doubles win we again succumbed 2-3 to fin-
ish 3rd in our group.
The play off matches saw comfortable 4-1 wins against SAIS and once again TTS for a respectable 5th place finish or plate winners as some might say.
A big thanks to our wonderful parents who kept my supply of coffee going and supported with enthusiasm and encouragement all three days.
Unlike last year we had three year 13 students playing who will graduate in May who have been in the program for many a year. In the Boys’ this years Captain Munk and Stefan have given us many great memories and humorous moments and in the Girls’ Pin who has been captain for three years and an inspiration to all the girls with her commitment, friendship and love for all her team.
SCHOOL PHOTOGRAPHS
1. Order Display and Envelope Distribution: From March 10, 2025, Sunshine Photo will set up displays and envelopes will be distributed to all students and staff.
2. Order Submission Deadline: Please ensure all orders are submitted by March 24, 2025.
3. Expected Delivery Date: We anticipate delivering the orders by the end of May 2025
For any questions or assistance, please contact Marketing at publications@patana.ac.th
HEAT INDEX POLICY
As temperature and humidity levels in Thailand can vary significantly, we want to remind you that the Heat Index is displayed on the Firefly Dashboard. You can also find links to our Heat Index policy and FAQ’s there for your reference. If you have any questions or concerns, we encourage you to reach out to your child’s class teacher or tutor for further clarification.
Patana ParticiPateS!
Achievements from Our Community
In a remarkable display of talent, Mizuki secured top honors at the Volleyball Thailand League Cover Dance Concert on 2nd February. She continued her impressive streak by clinching second place at the Baseball5 Thailand Cover Dance Competition on 8th February. Capping off her achievements, Mizuki triumphed at the Blow Out Mix Battle held at Donki Mall on 15th February.
Saori Tanaka, Parent
COMINGSOON!
#293: PodcaStS for kidS, tweenS and teenS
By coMMon SenSe
Media
Ihave written about podcasts several times previously, so forgive me if you’re heard it all before (pun intended). I love podcasts, especially in the car journey to and from school. They’re hands and eyeballs free, screen-free and often just plain free. There are literally thousands of podcasts out there and finding great ones for kids is not that easy. My go to place is Best Podcasts for Kids | Common Sense Media. They’ve done all the hard work so you can discover shows that match their age and interests. Read the expert reviews and parent content guides, then check out what other parents, caregivers and kids are saying about them. Here, for example, is a selection of the Best Mental Health and Wellness Podcasts for Kids, Tweens, and Teens | Common Sense Media for those ‘emotional roller coaster’ teens you love so much:
Have a relaxing weekend.
Brian Taylor
Vice Principal, Technology for Learning
ommuniTy engAgemenT AT bAngkok PATAnA
Najai
(Waan-Yen) Wongpaibool,12K and Gena Wang 12Y
Smile Club, a student-led Community Engagement club, raises funds for surgeries aimed at correcting facial deformities such as cleft lips and cleft palates. We specifically work with young children to ensure that these issues are addressed from an early age, preventing adverse health issues for a prolonged period of time. By working alongside Operation Smile Thailand, a non profit organisation, we are able to create a life-changing, long-term impact for the underprivileged. Our aim is to fund at least two surgeries annually, acknowledging that each operation costs around THB 25,000-30,000. Another important aspect of Smile Club is raising awareness. We place an emphasis in the school community by raising significant awareness and understanding about facial deformities. This enables our community to become more conscious of important issues others are facing. With our contributions, we hope to make a tangible difference and build an informed, caring and compassionate community. Our initiatives are currently in the works to reach our goals and aims for the future.
- Najai (Waan-Yen) Wongpaibool 12K, Smile Club President
Smile Club has always been an active club, this year included. It’s truly an honor to participate in such an engaging community engagement club, that brings the members closer to one another. Each event which raises awareness or funds is like a stepping stone for Smile, every out-ofpocket donation gives us hope to create a greater impact and bring us closer to the children we aid. This year’s face painting event at the Patana Fun Run, Bake Sale at the Grease musical and community engagement week bakesale brings the Smile Club joy as we witness the Patana community’s willingness to help bring smiles to children who lack access to proper healthcare. Our annual Smile Day is especially meaningful as everyone dresses in bright yellow colors which helps to raise awareness and donate, demonstrating once more the way the Patana community unites and helps change lives to those needed, which is just something so pleasing to watch. The Smile Club is honored to receive the support of students, members, teachers and families. We are extremely grateful for the dedication and hard work of our members and look forward to future events including potential missions/trips. We hope that the Smile Club will continue to bring smiles to those who need them most.
yeAr 5S Among The STArS
Claire Myers, Year 5 Pastoral Leader
This week, Year 5 students embarked on a cosmic adventure—without ever leaving Earth! Their visit to the Science Centre for Education’s planetarium offered a fascinating journey through the night sky. Inside the domed theatre, they were immersed in a breathtaking cinematic experience, exploring stars, constellations, and the wonders of our universe.
Did you know that Sirius is the brightest star object in the night sky? It shines twice as brightly as Canopus, the second brightest. But what do you think holds the top spot as the brightest object in our universe? (Hint: It’s something we see during the day rather than at night!)
Beyond the planetarium, students explored interactive exhibitions, sparking curiosity and excitement. From the electrifying displays in Electric City to the mysteries of Space and Time, they engaged in hands-on learning that brought science to life.
Despite the unexpected stormy weather, it was an awe-inspiring day—one that left our young astronomers eager to continue their journey of discovery! Few reflections from Year 5 students below:
“The Science Centre was amazing! It was really cool in the dome. I learnt more about the Big Dipper and other constellations. I also liked the dance mat activity – it tests your instinct and improves your dancing!” - Muhammad
“I enjoyed the ‘Time Machine’ movie in the Space and Time area. It was like being at the cinema with all my friends! I loved the gems and rocks on display, like amethyst and tiger’s eye. There were also interesting fossil. - Jonathan
“My favourite part was the dome because it taught me so much about how to stargaze properly. Next time I look at the stars, I’ll know what I’m looking for.” - Natachon (Bright)
recreATionAL ‘in-STudio ShowcASeS’
THE
Atthe heart of every dancer’s journey is the joy of learning, expressing oneself, and, of course, sharing those moments with others. For students in recreational dance classes - whether they’re trying out a new style or revisiting familiar steps - the “In-Studio Showcase” is an opportunity that blends all of these aspects into memorable performance experiences. These end-of-block, intimate performances provide students with the chance to demonstrate their learning in a relaxed environment where fun is the focal point! The end of Block B marked another round of In-Studio Showcases, bringing our community together for a celebration of progress and passion.
Beyond the performance, these showcases give family and friends the opportunity to see a different side of their loved ones. Afterward, parents often tell Academy coaches how surprised they are by their child’s abilities or how the performance revealed a newfound confidence, with their child embracing the spotlight. These moments are not only heartwarming for families but empowering for the students as well, knowing their biggest supporters are cheering them on.
Recreational courses provide students with the flexibility to explore various dance styles across multiple blocks, al-
lowing them to try different forms and discover which resonates most with them. Whether it’s the energy of hip-hop or the precision of ballet, these courses offer the opportunity to find their unique rhythm and style. The In-Studio Showcases play a key role in this journey, giving students a taste of performing in front of an audience. For many, these showcases become an important stepping stone toward a deeper commitment to dance, leading them to transition into more structured pathways such as the Year-Long or Competitive Team courses at the Academy.
This progression is a reflection of students’ growing confidence and passion for dance. As they develop their skills, stepping into performance and competition becomes a natural next step, allowing them to refine their craft and push their boundaries. In this way, recreational courses not only serve as an introduction to dance but also offer a supportive foundation for students to pursue their ambitions with greater dedication and focus.
Ultimately, the Recreational In-Studio Showcases are a celebration of the joy of dancing, the pride of participation, and the power of support from both peers and family. It proves that dance is for everyone, no matter their level.
JOY OF DANCING, THE PRIDE OF PARTICIPATION.
Sarah Dullaghan, Head of Dance
yeAr12-13 rordor fieLd TrAining in
Pinkarn Vajrapana, Head of Thai Programme
Congratulations to the 46 students from Year 12 and Year 13 who successfully completed their Reserved Officers Training Corps (RorDor) field training during the half-term break. The training took place at Khao Chon Gai Training Camp in Kanchanaburi Province across two sessions: February 8th –10th 2025 (Year12) and February 11th – 14rd 2025 (Year13).
This field training is a crucial component of the RorDor Programme, designed to equip students with essential leadership, resilience, and military skills.
During the training, Khun Dee (Kulvadee) and Kru Pim (Pinkarn) visited several training stations and meet with Year 13 RorDor students at the camp, offering their encouragement and support.
In addition to their training, Year 13 RorDor students also took part in a community service initiative, bringing donations to children at Muban Dek School, under the Foundation for Children, in Kanchanaburi Province. This meaningful activity allowed students to give back to the local community and foster a spirit of generosity and social responsibility.
Below are reflections shared by some of the students
about their experiences:
“Before my road trip to Kao Chon Gai, I had minimal expectations, anticipating a rather pointless journey. However, once there, I was pleasantly surprised by how the presence of my friends transformed the experience, filling it with joy and camaraderie. Contrary to my initial thoughts, I noticed that they genuinely cared about our safety, which deeply altered my perspective and left me feeling grateful for their presence.” - Kulamongkol Sonakul Na Ayudhaya, Year 13
“The best part of RorDor was without a doubt our shared relief that it was over. Over the course of four days we as a group endured great adversity. Looking back on it, this adversity only brought us closer together and made us more resilient. From long early morning marches to tear gas training, Rordor has exposed us to many hardships that we otherwise might never have faced. I am glad to have completed my training to better appreciate the happier moments in life.”- Gunn Dominic Benhar, Year 13
“My journey in RorDor was truly transformative and eye opening, teaching me key values of resilience and hard work. Although it was tough at times, I believe the sense of accomplishment and personal growth made it all
kAnchAnAburi ProVince
worthwhile. I learned that not everything can be achieved alone, and everyone must collectively support one another to be able to strive forward together. Thus, alongside gaining personal qualities, this journey helped me form lasting relationships and gained a deeper understanding of teamwork, vital skills that can be further carried forward in all aspects of life.”- Burapa Boonvisut, Year 13
“The military training at Kao Chon Gai was a unique and transformative experience. I had the chance to connect with students from other schools, forming lifelong new friendships. The program tested my character in many ways as we learned skills like stealth and base-building while taking on physical challenges like parachuting and obsta-
cle courses. Although it was tough at times, the experience was rewarding and filled with memorable moments. I’m excited to face new challenges and opportunities in the next year ahead.”- Jonathan Cumming, Year 12
“Attending the RorDor KCG military service camp was a unique and eye-opening experience. It was not only a chance to immerse myself in the life of a soldier, but also to work alongside diverse groups of people from different social backgrounds. The training was challenging, but it was made more enjoyable by the great time spent with friends. The experience taught me valuable lessons in discipline and resilience.”- Porngarun (Gui-Chai) Tangchaiyawong, Year 12
worLd mAThemATicS chAmPionShiP 2025
OnSunday 2nd February, 70 students from schools across Bangkok gathered to compete in the Senior Regional Qualifier of the World Mathematics Championship (WMC). The competition is designed for students aged 16 and above. Students tirelessly competed for the sought-after reward: a golden ticket leading to a coveted spot at the WMC finals at Imperial College London. After completing rounds individually online, students were tasked to work in groups to solve puzzling yet intriguing mathematical problems. Each round was designed in a manner to which students had to apply abstract concepts to real world problems.
The day began with an introduction and a brain teaser which gave students a chance to prepare their minds for a day full of maths. Then, students were tasked to compete in the first round named duel. Students played a card game amongst each other, counting their wins, which corresponded to points earned both individually and as a team. Following a short break after this, students worked in teams in silence, to complete problems which connected to each other. Each answer gave an output which was to be substituted into the next question. Subsequently, the
students competed in teams against others in rounds which combined physical activity with problem solving. Students were given questions, of which they solved and ran towards examiner tables, who would check their answers.
The dynamic fusion of problem solving, collaboration and critical thinking was very enjoyable, giving students an opportunity to work on new questions and concepts in unfamiliar environments. As the rounds ended, students gathered for a medal ceremony. Medals were announced after tallying scores from the online rounds and in person rounds. As a school, half of Bangkok Patana students received 35 medals between them. The top 20 students with the greatest number of points were selected, of which, 11 Patana students earned the golden tickets for the WMC finals.
It was a very enjoyable experience, observing fellow students work collaboratively to crack arduous equations. Each student felt a great sense of triumph, once they had acquired an answer. The enthusiastic atmosphere has inspired me, along with other students to embrace unknowns in mathematics and to do so in a positive and cheerful demeanour.
Aakarsh (Aaku) Balaji, 12M
whAT TeAm member Are you?
Ana Bolakoso, Tiger Sports Council
Every school sports team is made up of different personalities—each bringing their own special energy to the game. Whether you’re sprinting down the pitch, leading the warm-up, or just there for the post-match snacks, you are a crucial part of the team.
So, which one are you?
1. THE CAPTAIN
A born leader. The one who actually reads the fixture MS Teams messages, knows the playbook inside out, and somehow manages to inspire the team—even at 6 AM training. They give passionate pep talks, clap aggressively after every point, and say things like “Leave it all on the field!” and “We go again.”
2. THE ROOKIE
New to the squad, but making up for it with sheer enthusiasm. They ask a lot of questions, occasionally run in the wrong direction, and are still figuring out the team chants. Will one day become an unstoppable force… once they stop apologising every five seconds.
3. THE NONCHALANT ONE
Doesn’t say much, but watch out. You forget they’re there until they single-handedly win the game with a perfectly timed goal, tackle, or spike. Then they casually walk off like it was no big deal. Probably a straight-A student who somehow also dominates in sport.
4. THE ONE WITH ALL THE SNACKS
An essential member of the team. Their bag is a bottomless pit of protein bars, sports drinks, and ‘emergency’ chocolate. If you forgot your water bottle? They’ve got a spare. Need electrolytes? They’re already mixing them. No one knows where all this food comes from, but no one questions it either.
5. THE HYPE MACHINE
Louder than the ref’s whistle. Screams “LET’S GO!!” at every opportunity, leads the sideline chants, and has an infinite supply of positive energy. Will celebrate your smallest achievement like you just won the World Cup. Can be heard across the school fields. Probably loses their voice at least once a season.
6. THE WALKING INJURY
Has at least one limb taped at all times. Can and will twist an ankle in the warm-up. Knows the school Nurse way too
well. Says things like, “It’s fine, I can play,” while limping. Secretly a warrior.
7. THE STRATEGIST
Knows every opponent’s weaknesses and every rule in the book. Argues (politely) with the ref using actual sports terminology. Always has a very detailed game plan but gets annoyed when people don’t follow it exactly. Their dream is to be a coach—or take over the world.
8. THE FASHIONISTA
Has matching hair ties in Tigers colours, perfectly coordinates their shoes with their uniform, and somehow still looks put-together after a full match. Rocks a sweatband unironically and probably has a TikTok dedicated to ‘game day fits.’ Somehow avoids the muddy patches while everyone else looks like they’ve been through a swamp.
9. THE SLEEPY ONE
Running on just enough energy to function. Shows up to morning training with pillow creases still on their face and yawns through the warm-up. Will 100% fall asleep on the team bus. Known to wear pyjama pants to team meetings. Miraculously wakes up just in time for the game-winning play.
10. THE ONE WHO LOSES EVERYTHING
“Has anyone seen my shin guards?” Loses a water bottle every week. Shows up to training without their shoes, somehow forgets the team jersey at the game, and once played an entire match wearing mismatched socks. No one knows how they function, but they always manage to just get by.
11. THE DRAMA QUEEN/KING
This is the teammate who reacts to EVERYTHING like it’s the biggest moment in sports history. They dramatically clutch their chest after a near miss, argue (politely) with the ref like they’re in a courtroom drama, and if they get fouled? Oh, you will hear about it. But they also bring unmatched energy, making even the most boring warm-ups feel like the World Cup final.
12. THE COOL SENIOR
The absolute definition of unbothered confidence. Shows up late, barely stretches, and somehow still plays like a pro. Knows all the coaches, all the refs, and somehow never seems stressed. Probably signs your school shirt on the last day, offers cryptic advice like “Just enjoy the game, kid”—and then casually disappears into the sunset.
Whatever role you play, you’re part of the team—and that’s what really matters. So next time you’re out on the field, the court, or the track, representing the Tigers or TigerSharks, take a moment to appreciate the mix of personalities that make school sports so much fun.
TeAcherS AS ArTS PrAcTiTionerS (TAPS) ProJecT: ArTiST SPoTLighT
Twoweeks on from the inaugural Patana Canvases exhibition, we are still buzzing with excitement over the incredible achievements of the participating artists from both the business and teaching teams. As the exhibition curator, I will continue to highlight their outstanding works and share insights into their individual artistic journeys. The exhibition has received enthusiastic comments from the Bangkok Patana and wider community, who have enjoyed the diversity of artistic expression on display. In the coming weeks, I will share more about the wonderful responses we’ve received and how students have engaged with the exhibition as a valuable learning resource. For this edition of the ‘Artist Spotlight’ series, I interviewed GungGaew, a passionate artist and Performing Arts Administrative Technician, whose enchanting paintings transport viewers into a dreamlike world of beauty, nature, and imagination; her artworks capture the delicate balance between reality and dreams.
INTERVIEW WITH TIDARAT TONASUT (GUNGGAEW)
ROLE: PERFORMING ARTS ADMINISTRATIVE TECHNICIAN
1. How do your artistic passions connect with your professional role at Bangkok Patana School, and what inspires your artwork?
Currently in my job, I support creative projects and help bring the arts to life. Alongside, I am a passionate artist who enjoys painting scenes of ladies surrounded by flowers in enchanting fantasy settings. My art captures the beauty of humans and nature from an imaginative perspective, inviting viewers into my surreal world, while reflecting my life experiences, thoughts, and beliefs, transformed into a fantasy realm through a semi-surrealism style. I believe that art has the power to inspire joy and wonder in everyone who experiences it. Inspired by the people and issues around me, and influenced by Buddhist doctrines, particularly the idea of ‘living in the present,’ I create vibrant acrylic paintings on canvas. My goal is to invite viewers to explore their own stories and recognise that even small moments can offer great lessons and precious memories.
2. Can you explain the significance of the lady and the rabbit in your paintings?
The central figures in my art—a lady and a rabbit—represent a lifelong journey together. The rabbit symbolises innocent spirituality and an eagerness to explore the world. Together, they embody the ups and downs of life, guiding us through our hopes, fears and inner worlds. Their relationship invites a dialogue about our shared experiences and the deeper aspects of being human; they reflect the beauty of special moments in my life and transform every canvas into a glimpse of my dreams.
Purnima Ghogar, TAPs Project Lead | Secondary English Teacher
TAPS ArTiST SPoTLighT
3. Why do you prefer acrylic as your medium of choice?
I was drawn to acrylic painting because it’s versatile, dries quickly, and allows me to experiment with different styles. I enjoy its vibrant colours, the ability to layer easily, and how forgiving it is when I make mistakes. It’s flexible, durable, and perfect for trying new techniques. Each brushstroke captures the moments that have shaped me— joys, struggles, and dreams.
4. What do you hope viewers take away from your paintings? Is there one painting you can tell us more about?
My paintings foster connection, exploration and imagination; I hope my art inspires others to reflect on their journeys and find beauty in their experiences. The inspiration for my painting, ‘Melody Of The Moonlit Waves,’ came when I started learning to play the piano. I noticed the beauty in its melodies—the highs and lows, the gentle and powerful notes—resembling the rhythm of ocean
waves. It carries a sweetness, a sense of romance, and an air of mystery, much like the radiant glow of moonlight on a serene night. When these two elements—the dynamic energy of waves and the enchanting allure of moonlight— come together, they create a harmonious melody that is both captivating and profound, embodying the perfect balance of beauty and power. Also, I used a palette knife to add texture to the waves, enhancing their depth and dimension. This technique brings the painting to life, making the waves appear more dynamic and visually captivating.
5. How has participating in TAPS influenced your artistic journey?
Participating in TAPS has been incredibly meaningful to me. I have discovered talented people with various styles who inspire me to improve and expand my skills. It has also been a great opportunity to showcase my artwork to the public, helping me achieve my dream of becoming an artist featured in an exhibition.
children Saturday StorytiMe
22nd February, 10:30am
Free for members, 200 Baht for non-members
Registration required. Book your spot here https://bit.ly/StoryTimeRegistration
