By Carol Battram
I’m not RacIst but….
Carol Battram, Vice Principal - Pastoral, Primary School
I’mreading an amazing book by Professor Keon West which explores the prevalence of racism based on scientific data studies. ‘The Science of Racism’ lays out decades’ worth of quantitative science and dives into the ‘pervasive ubiquity of racism’ in education, work and business, justice systems, healthcare, friendships and relationships. It’s a surprisingly entertaining read.
Families and teachers who join Bangkok Patana know that we are a truly international school with loads of nationalities and 70+ languages spoken. Few would admit to being racist in their thinking, but there are students, staff and families in our school who experience racism - ergo - there is racism in our school.
I put the word ‘Racist’ up top but I’m often hesitant to use words that get used as labels as well as descriptions of behaviour. Big words can trample nuance, put people on the defensive and close down necessary conversations.
Instead, we use a whole raft of phrases and synonyms when responding to incidents that have a racist element. We use words such as harmful, hurtful, discriminatory, disrespectful and prejudiced to describe and explain behaviours that exclude and demean others.
These are also big words, but they don’t push children into a corner where they deny, shut down or double down. They still leave room for learning. Overt and intentional racist behaviour by adults should be deeply shameful - but our students are not yet fully mature and there is no equivalence between adult and child levels of understanding.
Children make unkind comments about each other, sometimes with reference to origin or race. Our job is to explain why these comments are both unkind and unwelcome – and to help children recog-
nise and respond to racism when they see and hear it.
Take this snippet that was reported to me last year. One child tells another to move seats on the bus, and an argument ensues. Both children end up saying unkind things to each other. They hold different nationalities.
‘I’m richer than you and I have more luxury stuff.’
‘You live in a trash bin and should go back to it.’
Unkind and rude? Yes.
Opportunities for learning with both children? Definitely.
Racist? Possibly.
In my view, (and this is only my view) it’s near impossible to completely eradicate our internalised racial bias - but we should try very hard to catch those thoughts, take stock of our responses and choose our words with care.
My country is better than your country
Once, somewhat naively, I would have said that there is very little evidence of racism at Patana. We now have better systems for gathering and collating incidents – and some of these are linked to nationalism and exceptionalism. Nationalism gets a bad press, but where we come from, and developing pride in and love for your country (or countries) is not in itself a bad thing. Some countries are very vocal about their exceptionalism, some a little less so – but it’s probably part of how we all view ourselves and others.
Sidenote. I recently got into a row about the song “Land of Hope and Glory’. My friend loves the flag waving fervour. I cringe at the lyrical land-grabbing. Please don’t @ me.
Land of Hope and Glory, Mother of the Free,
How shall we extol thee, who are born of thee?
Wider still and wider shall thy bounds be set;
God, who made thee mighty, make thee mightier yet.
So, is it racist to love your country, warts and all? Definitely not. Neither is it racist to take pride in your country’s amazing achievements and culture.
Is it racist to think that your country is inherently superior when compared to other countries? That’s a question worth asking in a school with 60+ countries.
We learn early in life that it’s okay to think negatively about whole countries – sometimes based on shared history and conflict, but more often grounded in profound ignorance. We have children in our school who tell us that they are not allowed to play with so-and-so because they are from a particular part of the world. Stereotypes don’t need much soil to flourish and I can roughly date some films just by looking at the generalised ethnicity of the ‘baddies’.
When we categorise incidents of Identity Based Harm, comments
about skin colour, nationality and cultural differences are all represented. Sometimes a comment is rooted in observation and curiosity but, most often, the comments are unkind.
There are many cultures in which skin colour at least partly determines a person’s worth. Colour prejudice is easy to spot – just look at advertising billboards and in drugstores. If you struggle to respond when your child makes a comment, or asks a question about skin colour, you are not alone. Teachers want to get it right and worry that we’ll get it wrong.
I’d like to recommend a book by Pragya Agarwal, titled ‘Wish We Knew What To Say – Talking with Children about Race’. No book is going to have all the answers, but this one includes common sense starting points for conversations with children. She encourages parents and teachers talk about the wonder of skin, it’s structure, it’s purpose and what it does
to protect us.
I also love the photographs of Angelica Dass. She has now matched hundreds of her portraits to Pantone colour cards as part of her Humanae project to demonstrate how arbitrary racial classifications can be – and to celebrate our physical diversity.
Make sure that your child knows that, beneath our skin colour, we are biologically the same. If you would like to talk through this idea with a younger child, The Skin You Live In by Michael Tyler is a lovely place to start – or enjoy this video from 2018, celebrating our diversity of language, nationality, skin colour and even our communication styles.
Diversity, inclusion and a sense of belonging should be words that bring us together – and that’s what we want our students to value and take with them when they go out into the world.
HP tablet sPecIal offeR next Week only!
All students (Year 6 through 13) at Bangkok Patana School are required to provide their own personal pen-enabled device as per our specification.
Next week, parents can get in on the bulk purchase of laptops for school and orders have to be made between 4th to 7th March, 9:00am -3:00pm at the Secondary Lounge. For more information click here
ACADEMIES AT PATANA
u7 and u9 football - a Play-based model
Adam John Currington, Head of Football
In youth football, particularly for players in the Under 7 and Under 9 age groups, a play-based model is the most effective approach for development. At this stage, children are still learning fundamental motor skills, social behaviours, and cognitive abilities. A structured yet fun environment that encourages exploration and creativity can significantly enhance their footballing journey.
1. DEVELOPING FUNDAMENTAL SKILLS NATURALLY
A play-based model focuses on games and activities rather than rigid drills, allowing young players to develop key skills like dribbling, passing, and coordination in an organic way. By engaging in small-sided games and free play, children enhance their balance, agility, and ball control without the pressure of formal coaching.
2. ENCOURAGING CREATIVITY AND DECISION-MAKING
Young players thrive in an environ-
ment where they are free to experiment. A play-based model fosters creativity, as children are encouraged to try different moves, make quick decisions, and solve problems on the field. This approach develops their football intelligence and adaptability, which are crucial as they progress in the sport.
3. BUILDING A LOVE FOR THE GAME
Football at this age should be enjoyable. A structured yet playful approach ensures that kids associate football with fun rather than pressure. This positive experience increases retention in the sport and fosters longterm passion and commitment.
4. NON-COMPETITIVE 3V3 AND 5V5 GAMES
Small-sided games such as 3v3 and 5v5 provide an ideal format for young players to develop their skills in a stress-free, enjoyable environment. These games offer more touches on
the ball, increased involvement, and a greater opportunity for individual expression. Without the pressure of competition, players are free to take risks, experiment with their dribbling and passing, and build confidence. Additionally, smaller teams encourage teamwork and communication, helping players understand positioning and game flow naturally.
By implementing a play-based model, and playing in a relaxed setting we can create a foundation for lifelong learning, ensuring that young players develop both their technical skills and their love for the game in a natural and enjoyable way.
Patana Page-turners
INTERVIEW:
MRS SONAM DUKPA, MOTHER OF UMAREE JHALANI, 12F
What is one of your fondest or favourite reading memories?
My fondest reading memory is reading Pearl S Buck’s ‘Good Earth’ at the age of eleven or twelve at a convent school in India. The book was not meant to be in our section, so it was even more exciting to read it. Some of the scenes in the book are still so vivid to me.
Which fictional character would you most like/ least like to meet in real life and why?
The fictional character I would most like to meet is Leo Tolstoy’s Anna Karenina. She’s described as such a delicate creature who is so torn and so emotional, and so beautiful. I think just to be a fly on a wall during that period of Russian history, with all its aristocracy and fashion, would be very interesting.
What does the theme of ‘Fictional Villains’ mean to you? Do you have any book suggestions for this theme?
I think I tend to enjoy books with characters that are grey, neither good or bad, but have both dimensions of good and evil in them. Characters that are complex, in my opinion, make the book a lot more interesting. My book suggestions, with this in mind, are ‘Beauty and Sadness’ by Yasunari Kawabata, ‘Anna Karenina’ by Leo Tolstoy and ‘The Vegetarian’ by Han Kang.
FOUNDATION STAGE AND KEY STAGE 1 BOOK RECOMMENDATIONS:
Carly Peart, Cross Campus Vice Principal, Professional Learning
Beware of the Storybook Wolves by Lauren Child
When it comes to playful, yet mischievous, villains the wolves in ‘Beware of the Storybook Wolves’ are both terrifying and hilarious! This clever tale follows Herb, a boy who loves bedtime stories, until the villains from his books leap off the pages and into his room. With quick thinking and a little help from some familiar fairy tale characters, Herb must outsmart the hungry wolves before they turn him into their next meal. Lauren Child’s signature wit and quirky illustrations bring this imaginative story to life, proving that even the scariest villains can be outwitted with a little creativity!
The Highway Rat by Julia Donaldson & Axel Scheffler
When it comes to charming rogues, ‘The Highway Rat’ delivers a villain who is more greedy than truly fearsome! Inspired by classic highwaymen tales, this rhyming adventure follows a cake-snatching,
biscuit-stealing rat who takes whatever he pleases from the other animals, until a clever duck outsmarts him. This tale is both a cautionary story about greed and a delightfully fun read-aloud. In the end, justice is served, proving that even the boldest villains can’t escape their comeuppance!
KEY STAGE 2 BOOK RECOMMENDATIONS:
Juliette Corker, 3L
The World’s Worst Children by David Walliams
I love this book because it’s so funny. The stories are full of hilarious tales of children, all ‘villainous’ for different reasons. My favourite story in the collection is ‘Dribbling Drew’, who is so fiendishly lazy, he sleeps (and dribbles!) through a whole school trip to the Natural History Museum. You’ll have to read the story to discover more about the chaos that follows, but just as a clue, it results in a LOOONG punishment for Drew! All of the characters’ stories will have you chuckling, cringing and groaning in equal measure, and each one is a perfect length for bedtime reading.
Jemima Corker, 5A
The Extremely Embarrassing Life of Lottie Brooks by Katie Kirby
Dive into the diaries of Lottie Brooks, a 13-yearold girl, who goes through new friendships, embarrassing moments and ultimately, many self-discoveries. The ‘villians’ are more noticeable in the second book, ‘The Catastrophic Friendship Fails of Lottie Brooks’, where the main character has to navigate Amber and Poppy, who judge her unkindly and spread rumours. This is a fantastic series (8 books so far, so lots to enjoy!), which encourages young girls to be true to themselves and embrace their own personalities
KEY STAGE 3 BOOK RECOMMENDATIONS:
Yui Tatsumi, 8S
Jujutsu Kaisen by Gege Akutami
This Manga series is about a high-school student who has magical powers and fights with curses. My favourite villain in the series is Ryomen Sukuna. He is basically the king of the curses, which are made by humans’ negative emotions. The most interesting part is that his character lives inside the main character’s body! Even though he is cruel, arrogant, and has strong power, he respects his opponents whenever they fight. He was also discriminated against by others because everyone feared him, but he wished that he could live like humans do. There are 30 volumes in this series; I recommend starting with the first book and seeing how the characters develop!
Isabella Pitcher, 8S
Animal Farm by George Orwell
Animal Farm is an allegory of the Russian Revolution which starts with animals in a farm who overpower and drive out their farmer to build a society for themselves. The book highlights betrayal and power which is mainly seen in a ruthless villain in the story. From ordering brutal attacks on members of the farm to sending animals to the butchers when they don’t follow orders, Napoleon is a brutal, power-hungry boar who is willing to override anyone in his way to gain as much power as possible.
KEY STAGE 4 AND 5 BOOK RECOMMENDATIONS:
Kate Shestak, 12C
The Silent Patient by Alex Michaelides
The Silent Patient is a thriller that begins with a patient, Alice Berensen, who commits a terrible crime, then stops speaking to everyone. Theo Faber is her therapist, obsessed with ‘solving’ her case, and the unreliable narrator of the novel. This novel is psychologically gripping, and gives the reader a great deal to think about regarding crime, criminality and the possible reasons and causes behind it, as well as the idea that some people might be more evil or villainous than others.
Isabel Robertson, 12F and Kate Clare, 12G
The Good Girl’s Guide to Murder and Five Survive by Holly Jackson
The Good Girl’s Guide to Murder has been a famous book and TV series for a while now, so many people will be familiar with the villainous characters in this gripping story. We also recommend Five Survive by the same writer. This novel does not have an obvious villain, but rather a range of characters that have villainous characteristics.
ommunIty engagement at bangkok Patana
Jiwon
(Amber) Lee, Pannyanat (Pann) Tanarujiwiwat, Chinnapat (Micky) Lin, Anisa (Panna) Ngmtrakulpanit
CHMR CAS CLASS PROJECT IN KANCHANABURI
Firstly, what is CAS? For us IB students it is an abbreviation for Creativity, Activity and Service, which is a subject required in our International baccalaureate program. As part of the requirements of the program, all CAS classes of Year 12 have to plan out and initiate a CAS project which aims to encourage teamwork, long-term commitment, and real positive change within our community
After discussing many different actions and projects in class with Mr Maruniak our CAS class decided to collaborate with Baan Phu Toey school in Kanchanaburi to help out planting vegetables for their living. On February 14th 2025, our CAS class initiated and went on a 16-hour trip to Kanchanaburi, visiting the school.
Out of our CAS class, every student played an important role in making this project a success, each contributing in different ways. Five students—Panna Ngamtrakulpanit, Pann Tanarujiwiwat, Micky Chinnaphat Lin, Amber Lee, and Jihyo Hong—took the lead in visiting the school, actively engaging with the local community, whilst others took charge of fundraising efforts, organising self-initiated fundraisers to support the financial aspects of the project. Letizia (Leti) Ravizza, Axel Huard, Chongrong Wang, and Aakarsh (Aaku) Balaji dedicated their efforts to ensuring we had the resources needed to make a meaningful impact.
Not all of us were able to join the trip, but everyone who couldn’t go still actively contributed to our project through fundraising efforts. They organized a bake sale outside of school for Chinese New Year, and on Friday, they worked together to sell cinnamon rolls. Whilst they encountered multiple challenges throughout the way - for instance, interacting with strangers - the group members overcame this by supporting each other and consequently were able to raise 1000 baht. It allowed them to step out of their comfort zones whilst developing their teamwork skills and contribute in their own way to our larger project in Kanchanaburi. This collaboration highlights how each student took responsibility and played a key role in driving the project forward.
The day of the trip began at 4:00 am at the crack of dawn for us to get on the bus for our 4 hour journey. By 7:30 am we arrived and got ready for work.
At the school, we started with soil preparation -remov -
ing rocks and plastic waste, ploughing, and dividing the area into sections. We worked together with the students of Baan Phu Toey school to plant morning glory, spring onion, coriander, kale, Cantonese kale, and chillies. To ensure sustainability, we watered the soil, added fertiliser and covered it with hay to retain moisture in the dry climate. Seeing the vegetable patch take shape reinforced the impact of our work, as it would provide the students with fresh produce and encourage their self-sufficiency. This project was an invaluable opportunity for us to teach important lessons and foster a sense of responsibility regarding sustainability and the environment to the local students.
In the afternoon, we had the opportunity to connect with the students by leading classic games and activities inspired from the netflix series Squid game. Through physical activities such as red light green light, mingle and some other games like tag and stuck in the mud, we quickly bonded through fun and laughter. These activities reminded us of the importance of teamwork, communication and collaboration. Not just among ourselves but also with the local students.
By the end of the day, the vegetable patch was done and ready. All of us were extremely proud of our collective efforts, knowing it would not only contribute to the local community but also provide an enjoyable and valuable learning experience for the students at the school, as well as strengthening our own skills.
Jihyo Hong:
I think the CAS trip was fun. I loved farming with the children as it helped me to make new friends. Interacting with the local community and finding out their lifestyle was interesting. Additionally, I developed my thai skills a bit speaking and playing games with the thai kids
Amber Jiwon Lee:
It was such an amazing experience. I definitely learned and developed a lot of skills throughout the experience (preparation, collaboration, initiating, etc) However, I think that the trip itself was very memorable, especially because we spent a whole valentines day together planting. But it was a refreshing trip and a nice rest from our studies whilst also getting a chance to help out in our community.
Pannyanat (Pann) Tanarujiwiwat:
The CAS trip has been a truly memorable and impactful experience. Throughout this project, I have learned so much about organisation, effective communication and the importance of kindness. Seeing the joy and excitement of both the students and our team members, made this a meaningful experience.
In conclusion, this CAS project has been an unforgettable, meaningful experience, teaching us three important lessons–teamwork, adaptability and the value of service. By working together, we overcame challenges, supported each other and saw firsthand how even small actions can make a difference. We are incredibly grateful to have been given the opportunity to interact with our local community whilst creating this memory. A huge thank you to Baan Phu Toey school, Ms. Ferguson, and especially Mr. Maruniak for their guidance and support for this project. We look forward to applying this knowledge in the future, and are inspired to continue finding meaningful ways to create a sustainable and interactive connection between us, making a positive impact on our community.
WHat Is g-foRce?
Claire Myers, Year 5 Pastoral Leader
On Monday 24th February, Year 5 welcomed a ‘virtual’ special guest speaker into our shared area. All the way from Houston, Texas, Dr Rebecca Forth was beamed into the shared area via satellite to tell them all about the human body in space.
Dr Forth is a physiologist with special interest in extreme environments. Previously a physiologist for the European Space Agency and Lecturer at University College London, she has flown on the vomit comet (simulated microgravity), pulled high G on a human centrifuge, simulated going to the top of Mount Everest in a hypobaric chamber without oxygen, and even dived with the Marines!
The students found out that since Yuri Gagarin’s 1961 achievement as a trailblazer (being the first human to enter space) to today, scientists have been helping astronauts and cosmonauts safely travel and thrive in space.
From lift off on Earth to orbit, Dr Rebecca talked the children through the different layers of the atmosphere, telling us about G-force, as well as sharing her experiences on the ‘vomit comet’, where she was lucky enough to experience zero gravity.
Year 5 learned that being under different g-forces causes many different effects on the human body compared to being on Earth. Muscle mass reduces by 20% in the first two weeks, bones become weaker too. Our blood moves to different places so Anti-G suits help to keep it evenly distributed around the body and stop pilots and astronauts from becoming unconscious, up to 13G (which means they can endure forces 13 times the normal force of gravity without losing consciousness). They heard about “puffy face bird legs” which is a funny sounding term for when the body is in zero gravity - everything swollen in the upper half of the body!
The talk left the children and teachers with a new appreciation of the bravery and extreme conditions that astronauts and cosmonauts face when they are in space and helped them understand the collaboration and teamwork between the amazing scientists on earth and the team in Space.
Thanks Dr Rebecca, Year 5 learned so much from you today.
seasac Rugby 7s
Tristan McCarthy, Primary PE Teacher and Robb Falls, Support for Learning Teacher
A BREAKTHROUGH PERFORMANCE FOR OUR BOYS!
On February 7th, our Varsity Boys’ Rugby team travelled to Singapore to compete in the 3-day SEASAC 7s tournament at the prestigious Padang field in downtown Singapore. With nine debutants, including two Year 10 players, the challenge of gaining promotion back into Division 1 was immense—but so was their determination.
A TOURNAMENT OF GROWTH AND GRIT
Despite the teams limited experience at this level, the team won four out of five group games, including an epic comeback against AIS, overturning a two-try deficit to clinch victory in the final play. Their resilience, teamwork and progress were on full display.
The tournament highlight came in the semi-final, where, after a tight group-stage encounter, Bangkok Patana delivered an inspired performance against British School Jakarta, securing a convincing victory and advancing to the final. Though our Varsity Boys’ fought bravely against a formidable Tanglin outfit, they ultimately fell short against a well-drilled opponent. However, their effort, commitment, and sportsmanship were not in vain, as they achieved their goal—securing a well-deserved promotion back into SEASAC Rugby Division 1.
MVP: Tresco Tatam – for immense grit, bravery, and composure throughout the tournament.
Our Year 10s - Isaac and Matthew, for stepping up and showing maturity beyond their years in a high-pressure tournament.
Pira Sumner – for captaining the Varsity team to a fantastic achievement.
Eight different try scorers – a testament to the team’s collective effort.
Our Year 13 leavers - whose leadership and dedication have left a lasting impact on the team, ensuring a strong foundation for the future.
Gaining promotion back into SEASAC Rugby Division 1, alongside already being the undefeated Bangkok 7s Rugby Series Champions, sets the Varsity Boys’ rugby team up brilliantly for next season. A huge thank you to all the coaches, supporters, and parents for their unwavering encouragement throughout the SEASAC weekend and the entire Varsity and Junior Varsity rugby season.
Go Bangkok Patana Rugby!
autHoR cHaRt koRbjIttI VIsIts secondaRy
Dr Rattana Chanruam, Thai Curriculum Leader
Khun
Chart Korbjitti, Thailand’s 2004 National Artist in Literature, has twice won the S.E.A. Write Award—first in 1982 for Khamphiphaksa (The Judgement), a renowned novel translated into six languages, including English, Chinese, Japanese, Malay, German and French, and again in 1991 for Wayla (Time).
Year 13 students studied The Judgement as part of their IB Thai course, making it a special honor to welcome Khun Chart Korbjitti as a guest speaker at Bangkok Patana on Friday, 21st February. He shared his literary insights with senior students in a forum led by Tuna, Seiya, and Shoko, who represented their peers brilliantly by asking thoughtful questions and fostering meaningful discussion.
The event was a valuable learning experience, giving students the rare opportunity to engage with a celebrated author. Many brought copies of his book for a signature, making it a memorable moment to cap off their course.
caReeR InsIgHts fRom ZacH duffy to yeaR 11 students
Jessica Vechbanyongratana, Careers and University Counsellor
Lastweek, Zach Duffy, an American digital communications strategist, spoke with the Year 11 Global Citizenship class about career pathways. He shared his journey from university to working in politics, including his role at the White House.
During his visit, Zach met with students interested in studying political science and pursuing careers in politics. The discussion highlighted the importance of networking, seizing opportunities, and following one’s passion.
Sara Hutchinson, an aspiring politics major, shared, “It was interesting to see how he moved between different jobs in politics and how he built his career. His recent work running the Kamala HQ TikTok page was really inspiring!” Namfah Pibulsonggram adds, “I was really amazed about how he had worked with several presidential candidates, especially Kamala Harris. I am really inspired by her and was very interested in her campaign marketing tactics and how it targeted younger generations. It was
really cool meeting one of the people behind her online campaign strategy.”
Zach’s own career path began with a politics degree from Whitman College, a respected liberal arts institution in the U.S. His passion for advocacy was sparked in a course called State of Washington State, where he worked on a research project with a voting rights lawyer that contributed to a bill later passed by the State Legislature.
After graduating, he started as a communications intern for President Obama’s re-election campaign before moving into strategic communications and media relations. He worked at Precision Strategies and later took on key roles such as Digital Director for the New York State Attorney, Chief of Staff for a New York State Senator, and Deputy Director of Online Engagement for the White House. Most recently, he served as Senior Advisor for Digital on Kamala Harris’s presidential campaign.
RIcesense
On30th January 2025, the ‘Future of Good Life’ team had the great opportunity to meet with the Ministry of Agriculture and Cooperatives, including Prof Dr Narumon Pinyosinwat, the Minister, along with Mr Apai Suttisunk and Ms Pattaraporn Sojayya, the Deputy Permanent Secretaries of the Ministry. Also joining the meeting were Ms Amaraporn Cheepsamut, Director of the Office of Policy and Technology for Sustainable Agriculture, and Dr Nana Kuenzel, Director and Cluster Coordinator for Agriculture and Food at GIZ. While we had the opportunity to discuss our initiative, which is to raise awareness about and promote low-carbon rice farming, we also introduced our initiative, which is also the focus of this article: RiceSense.
FIRSTLY, THE PROBLEM.
At present, farmers have to go out and measure the water levels of their farms, which is a key process in Alternate Wetting and Drying — one of the techniques we leverage in the low-carbon farming process. However, the main issue is reliability of data. Currently, farmers take pictures of their measurements and send them to auditors, who then have to manually review the photos to log and process
the data. Not only is this process time-consuming, but the reliability of the data can be questionable. Auditors have no way of knowing whether the photos farmers send are genuine or whether they are old images.
WHAT HAS THE MARKET DONE SO FAR?
Well, currently, the industry utilises large measuring devices that are installed into the ground. These devices are incredibly expensive, ranging around THB 20,00030,000. Furthermore, they are large and bulky, and require extensive setup to get them going. Not only does this mean that multiple devices are needed across a single farmer’s land to cover all areas, but they are susceptible to theft. This is where our device comes in: RiceSense. This device is portable — about the size of a Big Mac box! RiceSense is a cloud-based IoT solution to the current problem, utilising ultrasonic sensors to measure the distance of the pipe to the water and transmitting this data to a cloud server, which processes it and provides farmers with clear, easy-to-understand information about their farm’s status. It also features a user-friendly interface, allowing farmers to start using the device with ease. The best part is that it comes at a significantly lower cost compared to the com-
Chaiyanat (Win) Kuptivej, Year 11
petitors priced at around THB 3,000. We have just completed our prototyping stage, and the results speak for themselves. The device is accurate to within 1mm when measuring the water with measuring tape!
WHAT’S THE RESULT?
Well, the RiceSense device enables us to expand our low-carbon initiative on a larger scale and at a lower cost. In the past, we managed to involve only 40 farmers covering 500 rai. Currently, 150 farmers, spanning over 2,000 rai, have joined our initiative. We hope the RiceSense device will further accelerate the project’s
growth and support the government in achieving its goal of incorporating 10,000,000 rai of farmland into a low-carbon initiative.
With that being said, we are extremely grateful to Prof Dr Pinyosinwat and her team for their time. Our conversation with her was incredibly informative and inspiring. On a side note, we are extremely delighted to hear that the ‘Future of Good Life’ initiative has been shortlisted for the Gulfood Innovation ‘Lifetime Excellence’ Award 2025 in Dubai. This is a significant milestone for our team, and we hope to increase our presence in Bangkok Patana in the near future. We hope to see you soon at future events!
tIgeRs In tHaIland!
Coke Smith, Curriculum Leader, Environmental Science
There is little doubt that one of the most sought-after mammal species for wildlife enthusiasts around the world is the tiger (Panthera tigris). For wildlife watchers, seeing a tiger in its natural habitat is like winning the lottery. Other gold-ring species would be such critters as Giant Pandas, Snow Leopards, African Lions, Jaguars and a few more.
I think those in our community who have been following my column for the last few years have gained an appreciation for how biodiverse Thailand is with so much wildlife ranging from Black Panthers to Giant Asian Bison (Gaur) to Sun Bears and so much more. But tigers? Nah, Thailand is not really internationally famous for tigers. Those in the know are most likely
aware that there are some tigers still roaming in the most remote sectors of Thailand’s forests, but not to the extent where one could actually see one in the wild! Right? I mean, it’s not India after all.
Well, I actually thought similarly until two Saturdays ago! On a spur of the moment trip up to Huai Kha Khaeng Wildlife Sanctuary (HKK), in Uthai Thani province, where I heard of a tiger family that had been hanging around the entrance of the sanctuary for a couple days. I left my home in Samut Prakan at 11am that Saturday morning and drove as quickly as I legally could, making it to the location of the sightings only three and a half hours later (I did get a speeding ticket…!)
Now it had been pretty widely known in the wildlife community that three tigers – a mom and two subadult cubs had a kill they were working on near the entrance. Having a kill in such a convenient location is truly next-level luck. But I knew my chances were very slim because they can easily devour a full-grown Sambar or Gaur in just a couple days and then they would move on to another location. I was more than a little nervous that I had missed my window of opportunity when I finally arrived at HKK.
I felt a bit relieved to see many wildlife photographers still sitting in position with their massive lenses all pointing in the same direction – indicating that the tiger family was most
likely still there…. I hoped anyway. One hour of waiting became two…. then three and then four and it was getting dark. I was losing hope at that point thinking they had moved on. And then out of nowhere, I heard a fellow photographer say in Thai, “Sua ma leaw” (The tiger is here!). And then no sooner did he finish saying it, I looked and got a good glimpse of a truly wild Indochinese Tiger (Panthera tigris corbetti)!
I had just enough time for three clicks of my camera before it dipped out of view not to be seen again. All I could manage was images of the animal staring directly at me with its
body obscured by reeds and grasses. Now of course every wildlife photographer is hoping for multiple positions for their subjects with more images than can be possibly published, but my three head shots made me one of the happiest people in Thailand that late afternoon.
Of course, by now I’ve shared these images and this story with all of my classes and colleagues, and almost without exception, I’ve been asked, “Thailand has tigers?” Not only does Thailand have tigers; Thailand has at least 200 or so living wild! Exact numbers are hard to get with good reason – poachers abound.
In fact, in the last couple years, there have been many sightings of tigers in the fields and buffer zone areas surrounding the Western Forest Complex, Thailand’s premier wildlife area. There are a couple theories as to why there has been an increase in sightings. My own personal thoughts are that the Western Forest Complex, having been so well protected and conserved, is seeing such competition for space and prey base, that more and more tigers are being pushed out to the edges of the reserves. This success puts Thailand in the spotlight of being a model for conservation in Asia! This is a position Thailand should be very proud of.
BANTENG ARE ALSO A FAVOURITE MEAL FOR TIGERS IN THAILAND
WILD GOLDEN JACKAL ARE COMMON AND ARE OFTEN SEEN FOLLOWING TIGERS IN HOPES OF STEALING A BIT OF THEIR KILL
SNOW LEOPARDS, ALTHOUGH NOT FOUND IN THAILAND ARE ANOTHER GOLD-RING WILDLIFE SIGHTING
INDOCHINESE MELANISTIC LEOPARDS ARE NOW COMMONLY SEEN IN SEVERAL WILDLIFE RESERVES IN THAILAND FURTHER PROVING CONSERVATION MEASURES ARE WORKING!
teacHeRs as aRts PRactItIoneRs (taPs)
Inthis edition, we feature Kullakan (Pu) Iamthadanai, a Secondary Thai teacher and Year 8 support tutor, whose passion for scrapbooking and collectible art toys has led her to create unique mixed-media displays. Inspired by social media trends and Thailand’s growing art toy culture, Kullakan combines storytelling and design to bring her creative vision to life. Read on to discover her artistic journey, inspirations, and how the TAPs CPL programme has supported her growth.
INTERVIEW WITH
KULLAKAN
(PU) IAMTHADANAI
ROLE: SECONDARY SCHOOL THAI TEACHER AND SUPPORT TUTOR 8B
Can you tell us about your background and what inspired you to explore and develop your unique artistic style?
I am a Secondary Thai teacher and Year 8 support tutor. During COVID-19, TikTok introduced me to scrapbooking techniques from around the world, inspiring me to start my own creations using notebooks, stickers, and more. Recently, with the rise of Thailand’s art toy trend, I have begun collecting POPMART figures like Hirono and Dimoo and integrating scrapbook techniques to display them.
Creating art has been a deeply personal journey for me—a way to explore and communicate layered mean-
ings through tangible forms. My work blends scrapbooking and collage with a collection of art toys, creating a confluence of visual storytelling and symbolic exploration. Each art toy in my collection embodies specific emotions and narratives, which I bring together using paper, stickers, and various materials. This series emerged from my desire to bridge the gap between traditional scrapbooks and the storytelling-rich world of three-dimensional art toys.
How do you view art’s role in society, and what drives your approach to artistic expression?
My work reflects an expanded view of art, merging two of my passions: scrapbooking/collage and collectible art toys. I believe that art shouldn’t be confined to a single form or style. This approach allows me to explore fresh, engaging forms of artistic expression that connect with the present moment, avoiding monotony and embracing change.
Can you tell us about your ‘Captured Moments Scrapbook Calendar’ and its significance?
This artwork was inspired by watching videos of others creating similar pieces. Motivated by their creativity, I began experimenting with various materials, including patterned papers, scrap papers, stickers, sealing wax, dried flowers, tickets, and washi tape. Each piece is a spontaneous creation, driven by the materials I have at hand. The process brings me immense joy and a sense of calm,
Purnima Ghogar, TAPs Project Lead | Secondary English Teacher
allowing me to express my emotions and capture meaningful moments. This artwork reflects themes of nostalgia, mindfulness, and the beauty of imperfection. It also explores how simple, everyday objects can be transformed into something deeply personal and visually captivating.
How do you incorporate art toys into your ‘Art, Toys & Me’ Diorama, and what themes do they explore?
My artworks showcase a freeform arrangement of art toys in a display box. Using various materials such as paper, faux leather, plastic flowers, repurposed boxes, and small items, the piece creates a variety scene then chooses the suitable figures to place in it. For Hirono, each figure portrays different emotions, highlighting themes of solitude, joy, and vulnerability. The inclusion of natural elements like flowers contrasts with the industrial design of the scrap box, emphasizing the coexistence of artificial and organic. Zsiga, the playful little girl, decorated with a Christmas
theme with a backdrop that conveys the warm welcome of the festive season.
How has the TAPs CPL programme influenced your artistic growth?
The TAPs CPL programme played a crucial role in supporting this exploration. I joined TAPs to refine my techniques and find a creative community where I could expand my vision, overcome challenges, and build confidence. The TAPs Project offered space to connect with like-minded individuals and explore unconventional methods. I’m most proud of how I’ve integrated different materials to build a distinctive artistic piece. Despite the challenges of learning new techniques, this journey deepened my connection to art, inspiring me to continue evolving my work.
Patana PartiCiPates!
Achievements from Our Community
Inggrayani Herlambang, Parent
From 18th to 22nd February 2025, Bayla (9H) participated in the International Robert Schumann Competition for Young Pianists in Düsseldorf, Germany. From a total of 173 applicants across the world, 24 young pianists, for each age group passed the preliminary video audition and advanced to the event in Dusseldorf.
Through two tough qualification rounds with different repertoires, only three were selected to compete in the final round, playing a piano concerto accompanied by the renowned Kölner Kammerorchester (Cologne Chamber Orchestra) with Mr. Roc Fargas as the conductor. Bayla finished second winning a prize of €1,500 in Category A (under 13 years old).
Congratulations Bayla on your achievement!
Achievements from Our Community
The International Math Challenge (IMC) is widely regarded as a prestigious global Mathematics competition. Lauraine Poh (7U) took part in the IMC Category 2 in November 2024 and won the Gold medal. She then qualified to compete in the Global Round, which was held on 15th February 2025. Competing against international students on the global stage, she ultimately took home a Silver medal. Congratulations Lauraine!
Lisa Seow, Parent
