Term 3 Magazine June 2023

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So long, farewell, auf wiedersehen, goodbye…..

I still vividly remember the first morning I started at Bangkok Patana School. As such a huge school, it initially felt quite intimidating for my family and I as we walked into the first whole school assembly. I thought, “how in the world am I going to remember 2,300 names?” But, like everything in life, you adapt and connect and soon everything becomes the new norm.

One of my first tasks as the new Head of School was to do the customary first dig into the soil of our soon-to-be new Arts Centre. Fast forward 15 years and we have a new Science Centre, new Libraries, a new Foundation Stage

building and a Conference Centre.

If I were to write a scroll to put in a bottle and drop it into the ocean for some long distant receiver to open up and read one day, my description of this amazing school would go something like this…

On becoming part of the Bangkok Patana community, each child becomes one of a large number of students who are the centre of our lives and for whom we have deep care and profound ambitions.

When parents join this outstanding school, they become engaged in an experience which results in the long-term happiness of their children and join a network of like-minded people for whom education is the wellspring of a fulfilled and purposeful life.

One day, our present students will join with thousands of alumni, for whom Bangkok Patana will always be a home, a base and the source of memories for a lifetime.

The 300 plus academic staff are committed to creating a culture of wellbeing and educational attainment that remains zealously focused, creating a stimulating and relevant learning experience for the mid-21st Century.

It has been an absolute privilege to lead an organisation in which innovation is a natural instinct and well-being is in our DNA, not just a token programme bolted on to the day to day.

“So Long, Farewell”, the wonderful song from Rodgers and Hammerstein’s 1959 musical, The Sound of Music, is such a fitting farewell slogan for me, as music will always be my greatest inner passion. Speaking of musicals, ‘Hairspray’ was my all-time favourite school musical in 40 years in education. And Bangkok Patana School just so happens to be my all-time favourite school to work in. Thank you Patana, I have loved every minute.

– Matt Mills, Head of School, 2008 - 2023

643 Lasalle Road (Sukhumvit 105)

Bangna Tai, Bangna

Bangkok 10260 Thailand

Tel: +66 (0) 2785 2200

Email: reception@patana.ac.th

www.patana.ac.th

Editor: Stasha Malcolm

Tel: +66 (0) 2785 2411

Email: stml@patana.ac.th

Advertisement: Finn Balslev

Tel: 081-866-2577

Email: finn@scandmedia.com

Bangkok Patana Magazine is the termly publication of Bangkok Patana School published three

the School community. Reproduction of articles, artwork and illustrations by written

Design & Production:

Scand-Media Corp., Ltd.

Tel: +66 (0) 2943 7166-8

www.scandmedia.com

LEARNING: YEAR 3 RESIDENTIAL VISIT

Compiled by Victoria Paxman, Assistant Leader of Learning Year 3

Residential is fun!

Everything was fun!

Swimming in the pool was fun!

Ice-cream was so yummy that we wanted more!

Doing activities was so, so, so much fun!

Excitingly, I swam in the pool!

Nathan was extremely silly!

The talent show was very, very, very fun!

I loved that I had good roommates!

Andrea was brilliant at the show!

Lunch was good.

Resi is so much fun.

Eggs and pancakes for breakfast, yum!

Surfing on the waves in the sun.

It’s so bright today.

Do you see the crabs?

Early In the room we played baby hug.

Next morning I woke up.

The next day I ate ice-cream.

Iona and I were making sand bombs.

All of us played in the sea.

Lovely Resi.

Residential is fun.

Everyone is happy.

Swimming in the pool.

Ice-cream in yummy!

Dinner was delicious.

Eating ice-cream.

Noise from the crashing waves.

The swimming pool was huge!

Itchy mosquitos.

A giant field to play on.

Lunch was great, yum!

Residential was phenomenal, especially when we arrived!

Everything looked amazing in the evening sky.

Seeing our parents was a delight of fun!

Inside, outside, everywhere we ran!

Delicious dining and dinner with decorative clothes.

Even great boatmaking and wonderful kite-making, we had to make a lot of folds.

Neat and tidy rooms, for the room inspection and a little more…

To the beach! Let’s see shining seashells upon the seashore.

Incredible Disco Whale we dance, we had some cake, let’s have some now!

Amazing, funny talent show that makes us go “wow!”

Lovely time here, but I think it’s time to see mum and dad!

Residential was fun and enjoyable, trust me!

Enthusiastic chefs wanting to cook something yummy.

Safe and secure.

Interesting fascinating facts about the ocean.

Drifting boats sailing away.

Energetic people.

Nervous crabs hiding behind big rocks.

Talented people take turns to take the stage.

Imaginary fairies flying in fairy castles.

Aeroplanes flying across the beautiful sky.

Lucky us we get to go home, bye bye.

Running through the playground.

Exciting games every day.

Sand castles, swimming and shells.

In the room, pretending to sleep.

Dancing in the talent show.

Eating delicious BBQ.

New experiences every day.

Two scoops of ice-cream.

I love my room mates.

Amazing time.

Looking forward to Year 4 Resi!

Remember to brush your teeth and eat healthy food!

Exciting talent show.

Shells on the beach glitter like crystals.

Incredible breakfast.

Do wake up the teachers!

Extra ice-cream for everyone.

Noisy neighbors.

Teamwork makes the dream work.

I love residential!

Amazing fun.

Longing to go back.

Residential here we come!

Eggs and ham for breakfast.

Super big waves crashing into us!

Ice-cream was yummy!

Delicious, salty French fries.

Exciting BBQ in the sunset.

No-one is sad, we are all happy.

Teachers buried in the sand.

Incredible waves.

Amazing magic tricks.

Leaving Resi behind us is sad.

Bangkok Patana

EXCITEMENT AND SMILES

By Laura Renesto, Assistant Leader of Learning Year 4

Since the beginning of the year, the Year 4 Residential trip has been a talking point among both students and staff. We were all delighted to be planning the first Year 4 Residential trip since the start of the pandemic and this was the first opportunity for Year 4 to experience an overnight school trip. After months of answering questions, preparation and apprehension of what lay ahead, the three-night trip to Hua Hin finally arrived and any initial nerves were soon replaced by excitement and smiles. It wasn’t long before we were greeted by the sight of the sea and the

sound of the waves crashing on the shore, which immediately captivated everybody’s attention!

Bangkok Patana Values

As this was the first experience away from families for many students, the focus of the Residential visit was on students spending quality time with friends and experience being in and enjoying a new environment without their families. Throughout the week, Year 4 students had numerous opportunities to build relationships with both new and existing

friends through activities such as playing on the beach, participating in team games in the pool and sea, relaxing in their rooms and enjoying mealtimes together. These shared experiences allowed the students to develop essential life skills and practice the values of our school. By taking on new responsibilities such as participating in bedroom inspections, the students became more independent, developed resilience in the face of unfamiliar or uncertain situations and showed kindness and compassion towards their friends. These skills were paramount during the week and will

help them in their everyday lives moving forwards as well!

“It was great sharing a room with my friends. We were very respectful of each other and made sure we let each other rest and sleep when we needed to. That made me feel proud.” – Mace, 4W

“Being away from home was scary at first, but exciting! We learnt so many new things to keep our rooms tidy and do things for ourselves - it was actually really fun!” – Sophia, 4R

“I feel really proud of myself because I’ve never had a sleepover and I went from no nights away to three nights away and I am super pleased that I’m learning to be independent.” – Lyla, 4D

“I had so much fun spending time with my friends. We could play together all the time. Sharing rooms was really great

- even our room inspections, which we took very seriously!” – Paola, 4R

Black Mountain Water Park

On Wednesday, we had an exciting visit to Black Mountain Water Park that was eagerly awaited by all. Everyone thoroughly enjoyed themselves! The students had the opportunity to ride on the wave pool, create team “float forts,” surf the waves and slide down various slides. There were also a variety of arts, crafts and games available in the shade. As the day came to a close, we all enjoyed some delicious ice cream. Overall, the trip to Black Mountain Water Park was a highlight for many with lots of happy memories created.

“My favourite part of the week was the water slides which were really, really fun, especially the high pink one. I went on it sixteen times!” – Quinn, 4F

“I absolutely loved the wave pool at the water park. We got to make boats out of the floats and a massive island! It kept falling apart and we were floating all around. Fun!” – Thames, 4F

“We enjoyed the wave pool because the waves were colossal and it made us feel like Superman!” – Group of students in 4H

Exploring the beach

During our trip to Suan Son Beach, we had a blast enjoying the golden sands, splashing in the sea and building sandcastles and hermit crab castles. The shallow waters were perfect for playing team ball games and everyone had a great time. As part of our Term 2 topic “Digging in the Dirt,” we had the opportunity to search for interesting shells and fossils along the beach. By using our observation skills, we were able to draw conclusions about the area based on what we found. It was a fun and educational experience for everyone!

“I loved finding crabs and shells on the beach, it was very fun. I missed home, but my friends helped me through. I am proud of myself.” – Viaan, 4T

“We loved making a hermit crab kingdom. It was a great home for them. We also loved finding different seashells. They were so beautiful!” – Rosie and Feiya, 4F

WHERE NATURE UNLEASHED OUR LEARNING AND ADVENTURE

As students boarded coaches and waved to their families, the air was filled with palpable excitement. Year 5 were embarking on their first threenight Residential to explore the wonders of Khao Yai National Park. Ahead of them lay boundless opportunities for collaboration, resilience and fun! Having unpacked our bags, we started to enjoy activities at the resort and feasted on a hearty meal. Refreshed and reenergised, we were then ready to set off for the night safari. We ventured into the darkness with

torches, hoping to catch a glimpse of the park’s elusive nocturnal creatures. We were lucky to spot porcupines, deer and foxes. Some of us were even fortunate enough to see elephants in the wild – a sight that left us in awe of these majestic animals. But perhaps the most breath-taking part of the night safari was the sky above us. With no light pollution to hinder our view, we were treated to a dazzling display of stars that illuminated the night sky. It was a humbling reminder of the vastness and beauty of the universe.

“It was amazing seeing the constellations in the night sky. Although it was very chilly on the safari Jeeps, I really enjoyed it!”

The next day we readied ourselves to explore the National Park once again, but this time in the daylight. We marvelled at trees that were over 400 years old, with their gnarled roots and towering canopies that seemed to reach the heavens. As we hiked deeper into the jungle, we stumbled upon claw marks on trees left by the elusive Sun

By Anna Caswell, Assistant Leader of Learning Year 5

Bear – another rare sighting of the park’s wildlife. Gibbons too could be heard calling to each other throughout the canopy. Our classroom learning left us well-equipped to discuss the sights and sounds of the rainforest using the correct geographical language. We felt like real explorers! The trek through the forest was not an easy one and students showed great determination and resilience in reaching our end destination.

Our day concluded with a visit to a mesmerizing waterfall; we couldn’t help but stand in awe of its beauty and power as it cascaded down the rocks.

“I enjoyed climbing on the rocks by the waterfall. It was cooling to be near the waterfall after the humidity of the rainforest.”

One of the highlights of our trip was the new addition of shelter building and fire making during our day hosted by the Howling Gibbons Adventure Programme. Channelling our inner explorers from the book we were reading as a Year group, The Explorer, we put our survival skills to the test. We learned how to build sturdy shelters that would provide a safe refuge and even endured

a rain shower to see if our shelters could withstand the elements. With flint and steel, we learned the art of fire building and felt the satisfaction of successfully lighting a fire. Although perhaps not technically a possibility when surviving in the wild, we enjoyed toasting marshmallows nonetheless, relishing in the accomplishment of our newfound skills.

“It was good fun making and lighting the fire. If we really were stuck in the jungle, we’d have a way of surviving!”

Throughout the trip, we also had the opportunity to participate in many team building activities. From raft building and team games, to working together to prepare for room inspections, we learned the importance of collaboration, communication and problem-solving. We pushed ourselves to overcome challenges, supported each other through obstacles and celebrated our achievements as a team. In the afternoons, we rotated through various activities such as swimming, board games, cycling and ball games. This all helped to foster new friendships and create lasting memories.

“My favourite part of Residential was when we had time to relax at the resort and in our rooms. It was great having fun with friends.”

Of course, the trip wasn’t all about adventure and learning; there were moments of fun and camaraderie as well. We had a quiz night where we tested our knowledge and competed with our peers. We enjoyed a delicious BBQ and talent show too, where we showcased our unique talents and cheered on our friends. These moments of joy and laughter brought us closer as a Year group and created memories that will last a lifetime.

As teachers, we were immensely proud of our students’ tenacity, motivation and collaboration skills throughout the trip. We saw their willingness to try new things, their courage in facing challenges and their creativity in problemsolving. These essential attributes will undoubtedly prepare them well for their future endeavours.

CATCHING UP IN CHANTHABURI

By Alexander Lowe, Assistant Leader of Learning Year 6

By Alexander Lowe, Assistant Leader of Learning Year 6

The atmosphere was electric with anticipation and wonder as Year 6 departed for their first Residential in two years! As the buses set off for the students’ final Residential of Primary School, a wave of excited chatter filled the coaches. Hands on learning, teambuilding and collaboration awaited Year 6 as they approached their destination: the southern province of Chanthaburi.

Once we arrived, the collaboration began with a game which is always a firm favourite: the holey pipe game. This requires students to fill a pipe with water, except there is one problem – it’s filled with holes! Splashing and laughing,

classes worked together to achieve their goal, albeit with a lot of soggy children at the end.

A highlight for many students was a trip to Khao Kitchikut National Park. A short hike through the forest led Year 6 to their destination, a waterfall where they could cool off by splashing in the natural forest pool. Giggles and laughter echoed through the National Park as the resident fish of the forest pool nibbled at their toes.

As well as being “eaten” by fish, students were also tasked with preparing their own evening meal whilst in the National Park. Everyone took on a role

to create a mouth-watering feast: chopping vegetables, grilling meat, cooking corn and of course, washing up. When it was time to sit down and devour their dinner, the campsite was glowing with proud smiles for creating such a delicious meal by collaborating with their classmates.

Camping was a new experience for many of our students and it is after dark when the creatures of the forest really come to life. Falling asleep beneath the stars with the soundtrack of birds, geckos and the occasional frog to lull them to sleep was a fantastic way to spend the night.

Once again being immersed in nature, the Year 6 students gained firsthand experience of wildlife in its natural habitat: the mangrove forest. Amongst these amazing trees, which protect the land and provide a habitat for many creatures, children learned about this fascinating ecosystem. Many groups were lucky enough to spot kingfishers, fiddler crabs, mudskippers and even a snake! The experience and learning allowed students to understand the truly amazing ability of nature to adapt to its environment. And what better way to experience the stunning beauty of

the mangroves than putting their kayaking skills to the test as the followed the meandering pathways of water through the trees, exploring the ecosystem from the water and looking at the beauty of Khung Kraben Bay.

The return journey was one of enjoyment and reflections, students reminiscing of campfires, the animals heard and seen, ice-creams, food and fond memories of spending time with friends on the beach and in the forest. Tired but happy, Year 6 drifted off for a well-earned snooze at the end of their final Primary Residential.

YEAR 6 POETRY COMPETITION SHOWCASE

A selection of winning poems from the Year 6 Poetry and Performance Showcase, entitled “Migrations”

In The Eyes Of A Child

Glenda Ho (6B)

I couldn’t wait to go to my new home! With my family I was not alone. Excitement, it filled my soul. A new home was our goal.

But as we arrived on the boat, It didn’t seem like it would float. All the refugees overwhelmed me, I didn’t feel free, and I began to see. It was suffocating me like the war And I felt like my heart tore.

It seems like a never ending fight. Peace is supposed to be our right.

And now, the hardships came, And I couldn’t keep it tame. Sleepless nights felt like the norm, Because I was living through a storm.

Even though moments felt tough, My family was enough.

It seems like a never ending fight. Peace is supposed to be our right.

To Live Freely

Aki Usami (6L)

Forced to abandon our dreams and hope our future hanging on a loose rope tears flooded my tormented heart devastation tore me apart danger lurked on every turn endless agony forever burns as we turned our backs to the home we loved

Trials of torture awaited our path nothing but panic in the aftermath terror tore apart our peace chaos would never cease as we fought for our life the wrath of enemies strife fragmented memories of the past devoured me at last

Sprinting through the woods, foes glare evasive commands to dodge and dare our bursting souls waiting to be free a future we hoped to foresee we begged to be released from our cruel fate to be unbound from our tragic state to live freely

The Grand Show

Thomas Lemoine (6S)

The earth wakes up with dawn

And animals stir from sleep

They know it’s time to move To a place where they can keep

Their journey is long and challenging

Through valleys, mountains and plains

However they are driven by a force

Only nature could explain

Birds soar high up in the sky

With their wings let out free

They glide for miles and miles

Over oceans and seas

The wildebeest thunder across the plains

In great and mighty herds

They march in the rhythm of the earth

Like a tune that can’t be heard

The butterflies flutter their wings

And dance in the gentle breeze

As they make their way to warmer lands

Escaping winter’s bitter freeze

The ocean’s creatures too, take flight their journey to new depths in sight

Whales and dolphins leap and play

Guided by the current of the day

Nature’s migration, a sight to behold

A wonder, a story, waiting to be told

As we witness this beauty so rare

Let’s appreciate it and show we care

So let’s all cherish this grand show

And do what we can to let it grow

For the migration of animals is a sign

That nature’s harmony can still shine

Shattered Dreams

William Marsh (6F)

The remains of what is left

Is the nightmare of a thousand souls

Something that is crumbled, but was once whole

They must hide to escape

Must rebuild and reshape

The cities that have tumbled

Brought many to a point

Where they’ve been humbled

The troubles of refugees

Something that won’t ever cease

Every corner, decimation

Every person, depression

Every hint of life, destroyed

What was told as a promise

Has become a lie

What was once a hello

Is now a goodbye

They try to run, but it’s far too late

This is it, they’ve met their fate

But what awaits them is a new life, a new home

A place with streets that they may freely roam

No more violence, anger, and blood beaten bruises

No more destruction, madness; no more excuses

They must take what every person should have and fight for their rights

As they have joined a party, unannounced, without an invite

So let us lend them a helping hand

And welcome them to our own land.

The stories will forever be told

The stories will forever be told

The stories will forever be told

Despite their hope, there’s always a shadow in the light

Creeping behind is a darkness of terror and fright

The stories will be told

Of the Horror that behold

The lonely nights at sea

Or wherever they may be

Forever haunting them is fear

What is so far, yet is near

The history of their lives

Remains the only thing that survives

The scars of their past

Will never heal and forever last

The stories will forever be told

The stories will forever be told

The stories will forever be told

The Path

Constantino Cavicchi (6P)

Souls encased in small wooden boats

The gates of opportunities are locked and hid

People dream of a home that is safe

But the war is halting their peaceful dream.

Slowly slowly they brave the raging sea

Determined hearts race the endless time

They risk their lives to reach their dream

Finding a home far from war

Families lose their loved ones

Hope is lingering on a small buble boat

Ominus waves battle the small fragile boats

Thunder strikes the murky water

Orange jackets cling to their owners

Lifting them up from their fear

Belongings are littered in the sightless sea

Air leaks through the rubber skin

People thrash through the water

But help is far

Far from reach

Eyes of wonder disappear

Bombs are raining

Guns are firing

Cries of pain fill the sky

trails of feet guide the new

The sky is grey the birds are gone

People split the earth in walls

Kicking out the unbelonged

But people are people they must help each other

Don’t say no because their different

Treat them like people

Trying to find home

trying to find love

Then land is seen

With trees of green

They paddle and paddle

Hope is rising

drawing the fear

Finally land is seen

A Freedomless World

Mehaan Karamchandani (6T)

Running, Chasing, Racing against time

The clock is ticking

The sun is setting

Panic rushes through all of them

A chill runs down their spine every time they get rejected

Yet here they are

Having walls and mountains to climb

They have become like bees flying from rose to rose in hope to start anew

They have travelled the seven seas, these poor souls in desperate need of a new home

Of a new life

Of a new beginning

Treated like slaves from night to day, they pray begging God “just for one day” they say “just for one day, give us warmth and a house to stay”

Just for one day every new adventure dangers await In the lottery of fate.

Parents cry when their babies die but here every life is on the brink.

Living in despair, misunderstood , judged by looks and by the risks they’ve took. All they want is to turn their leaf over start again, live another life, be somewhere else Be somewhere safe

But NO.

Greedy men who don’t know how it feels to be them, Abuse and refuse to let them in their country. So there they are, all alone, Helpless, treated unfairly, Is this what they deserve?

Is this what anyone deserves? A freedomless world.

Me, a Refugee

Jin Xuan (Shane) Li (6D)

Before this crisis had taken over I was just a happy kid with my mother Friends and family surrounding me

Agreeing and having a cup of tea

No idea that danger is coming No idea that our lives would be warping

Bombs and bullets all around, I wish I could live somewhere without a sound Soldiers marching into our town, Like a bunch of crazy, demented clowns Killing millions of innocent lives, With their bloody, cold, evil knives.

Waiting on the pier for a boat, I’m not sure that i’ll be able to cope All because of the dreaded war I have to go and leave this shore I wish my family was here with me Why can’t everyone just be alive and free?

Thinking back makes me depressed Is it too much to ask for a rest

I’m all alone with so many strangers As well as being in the sea of danger

My life has changed from the moment war came Now it’s like the hunger games

Finally the land was in sight, We could see the forever shining light. we raced rapidly towards the sand, At last our feet touched solid land. Nervously I started my new life. Will I be able to survive?

Then, unexpectedly, I ran into a new person. not quite the same but still a human I don’t care if I’m different because I’m still me Even if people call me a refugee.

A Journey of Hope and Despair

Minjun Choi (6J)

The endless darkness looms, devouring all we dream A predator, ravenous like fire, preys on our hope it seems Forced away from our fold, we are dim flickering candles in a void of terror Trapped in a cage of strife, our joy, determination and bravery wither.

Pictures of my past life slip away, leaving no trace

As we brave never ending seas and desolate lands, fleeing war’s disgrace Forced from our birth-place, left to suffer and mourn A flood of despair consumes my soul.

Perils curse our migration, anonymous dangers lurk Journeying on with trepidation, tear filled eyes begin to murk We stumbled along the trail, as sorrows engulf our heart As dreams, hopes and wishes begin to tear apart

Clouds rain needles, winds punch our face Fighting to stay alive, to reclaim our rightful place With hearts full of freedom, as we arrive at last Greeted with kindness, in this new life we’re cast.

Our lives forever changed, we can’t return home But even in safety, we feel lost and alone Longing for the life we knew, we strive to survive Finding hope in a new found world, where we all will thrive

GLOBAL CITIZENSHIP FOR KEY STAGE 4: ONE YEAR IN

By Andrew Roff, Senior Teacher – IB Coordinator

At the beginning of this academic year, our school embarked upon a project to teach our values of Global Citizenship within our Key Stage 4 (Years 10 and 11) curriculum more explicitly. Global Citizenship refers to the ability to understand and engage with complex global issues and to act responsibly and ethically in a globalised world.

Well-being and Learning lie at the very center of what we do, as demonstrated by our Guiding Statements, but so also does Global Citizenship. As Bangkok Patana’s IB Diploma Coordinator, this particularly resonates with me as I fulfill my role of advocating the International Baccalaureate’s mission:

“To develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through education that builds intercultural understanding and respect.” (IBO, 2022)

The course we have built, and continue to develop, uses the principles of backward design (Bowen, 2017) to introduce students to some important concepts drawn from our IB Diploma curriculum and provides a great platform for them to build upon as they move into our Senior Studies program.

All students undertook a first module of learning titled “What makes YOU you?” where they were challenged to identify and celebrate factors that contribute to their individuality. Students explored culture, language, geography, politics and even music, particularly thinking about how these factors contribute to their own identity and that of others. We studied the importance of awareness of these things to understand, evaluate and critique their persuasive power, for example in the narratives of advertising. We also used this study to build empathy; students culminated the module by interviewing and presenting a portrait of someone that depicted “their story”. There were some excellent submissions showing students really engaging with their subjects, sometimes from

very different backgrounds. The learning that was done in this first module certainly allowed students to get to grips with the concept of perspectives and begin to explore the reasons for their own and those of others. This lays the groundwork for the Theory of Knowledge (TOK) course that they will study in Years 12 and 13.

In the second module, Year 10 students focused on Social Justice and Equity, while their Year 11 counterparts enjoyed some focused time with our Careers and University Counsellors. The Social Justice and Equity module was framed around the United Nations’ Sustainable Development

Goals (SDGs) (United Nations, 2023).

The SDGs aim to end poverty, protect the planet and ensure prosperity for all. The rationale for the goals was explored initially, followed by interrogation of where we (as a global society) are with each of them. Students completed a photo essay on one of the goals in Bangkok, bringing into focus a local manifestation of a global issue. We were privileged to draw on some of our community expertise, and students enjoyed the opportunity to grill a guest speaker from the UNHCR on changing the narrative with respect to refugees. We also welcomed an expert on conflict negotiation from the UN Office for Disarmament Affairs, who described some of the work done and strategies used in conflict mitigation. Students began to explore current global affairs, identified an ongoing conflict, its causes, key stakeholders and possible avenues of negotiation, again recognising and beginning to understand the different perspectives held by each group.

The course aims to develop students’ critical thinking and research skills, preparing them for the IB Diploma’s Extended Essay (EE). As we move into the second year of this course next year, we will continue to develop the modules taught so far and provide opportunities for students to pursue a passion project related to one of the SDGs. We will develop this project as one of academic research, so we can work with students on issues of source evaluation and criticality, considering authenticity (in a world increasingly driven by AI), authority, value and intent (“SEER Rubric Interactive PDF”, n.d.) in their research – attributes that are excellent preparation for Senior Studies and beyond.

LONG SERVICE AWARDS

Bangkok Patana School is honoured to celebrate the dedication of the employees listed below, who have served fifteen years and more at the school. To put this into perspective: Our thirty year employees started around the time that our new Secondary School buildings were officially opened by HRH Princess Maha Chakri Sirindhorn and the new Science Laboratories were opened by Baroness Margaret Thatcher; our twenty-five year employees began the year that Santa arrived to Bangkok Patana by helicopter and of our first-ever graduating class; our twenty-year employees began the year that the House system was introduced to the Secondary School and the Gymnastics Club was founded, paving the way for the current Gymnastics Academy; our fifteen-year employees around the time the Sports Hall was opened by HRH Princess Chulabhorn and the Arts Centre was opened with specialised facilities. Congratulations to all our long service staff! When you see them, be sure to ask them to recount some of their most interesting and fondest memories of the school.

30 YEARS

25 YEARS

Mrs Kusol Ar-Mard

Mrs Duangsamorn Tadsorn

Ms Buakao Kingkarnjanawong

Mr Kantana Somjaichana

Ms Khobgul Asawapoom

Mrs Sasi Kanjanaphairoj

Ms Woranan Tangplub

Mrs Nawarat Rienthong Dai

Mrs Sathita Kitcharoenthumrong

Ms Saythong Yuanmae

Ms Tracey Williams

20 YEARS

15 YEARS

Mr David John Brettell

Ms Potjanee Chulapakorn

Mr Matt Mills

Mr Siwapong Wisedwoharn

Ms Rangsima Boonrit

Ms Jarinthip Akkhaphati

Mr Chatchawong Jitnawong

Ms Tippawan Tangjittham

Ms Rojana Wampacha

Mrs Lorraine Ann Illing

Ms Wantanee Takongkaew

Mrs Suriya Sudsakorn

Ms Pundaree Chaodong

Mr Pimonchai Phawa

Mr Mana Nualdee

Mr Keith Wright

Ms Pornpimon Charoenaksornkul

Mrs Bangorn Sirimanop

Mrs Sopit Phaiboolkulkitti

ALUMNI STORIES LIFE AFTER PATANA

EDUCATION: A POWERFUL TOOL FOR CHANGE

This article is reprinted from Koktail Magazine, May 2023 Issue

Daniel Kastner explains why his formative years at Bangkok Patana School provided the perfect grounding for his current position as Chief Transformation Officer at Bumrungrad International Hospital.

Nelson Mandela said, “Education is the most powerful weapon which you can use to change the world”, and Daniel Kastner is the embodiment of this concept. He left Bangkok Patana International School 17 years ago to pursue an accounting degree in Vienna, Austria. Returning to Thailand, he embarked on a career in management consultancy and investor relations before tackling the role of Chief Transformation Officer at Bumrungrad International Hospital. Koktail magazine sat down with Daniel recently, now four years into the task, to learn how an international school education in Thailand helped set him up for a successful business career.

KM: Thinking back to school, what are the strongest memories?

DK: The first is the “Model United Nations” programme I was actively involved in at Bangkok Patana, it allowed me to build confidence in public speaking and debating. It broadened my horizons in terms of social, economic and political issues, and trying to find resolutions. I represented the so-called pariah countries, North Korea, Iran and so on, in the Model United Nations, taking on the role of ambassador, essentially play-acting to resolve differences on current issues. I became a more holistic person with a balanced viewpoint.

KM: What made your parents pick Bangkok Patana?

DK: I think the key driver was the international perspective, and the soft skills like forming relationships, friendships. It’s an eclectic mix of people, with children of prominent Thai families, diplomats, expats. This diversity gave me confidence to deal with other cultures. My father is Austrian and my mother is Thai and we spoke English at home.

KM: How has that helped you in business?

DK: In business you need to understand and empathise with the other party, to find a mutually beneficial solution.

Having that allows you to speak and negotiate confidently, using your intuition, knowledge and experience, a basic skill in business and management.

KM: What did you study after graduating from Bangkok Patana?

DK: Finance and Accounting at the University of Applied Sciences in Austria. Their focus was on real life application of

When you have studied and lived in an international environment, you typically find you can empathise and recognise patterns and then apply that knowledge intuitively, say, at a high-level meeting and you may stand out from the crowd.

Daniel Kastner, Grad’06

learning. That helped when I entered the business world during the global economic crisis in 2009.

KM: What made you come back to Thailand?

DK: I love the food, the people and the weather! When I first moved back it was tough finding work, because at that time, the economy was weak. I started as a corporate coach training executives and middle level managers in specific topics like project management and strategic thinking. I then moved into business development before I became an analyst at a large private fund focused on investments in Vietnam.

KM: Tell us about your role as Chief Transformation Officer. What change are you working on?

DK: As a 42-year-old business, there are legacy challenges transitioning to a digital smart hospital providing precision medicine to our patients. One of my roles is to drive utilisation of new digital tools to help serve clients. I also have responsibility to represent Bumrungrad for a 99-bed hospital in Mongolia. I recently took over domestic business development in Thailand including insurance management. This involves the patient flow from getting authorisation for a procedure from the insurance companies all the way to the claims. I’m typically assigned to areas where our top management feels more attention and input from somebody from a younger generation might be helpful.

KM: How would you advise current students in building a meaningful career?

DK: I think positivity, luck and timing are important. I joined

Bumrungrad as a senior manager for investor relations. Four years later, I’m privileged to have moved to the C-suite as a Chief Transformation Officer. I think timing was paramount.

KM: There’s got to be something else…

DK: Yes obviously; education, experience and personality and belief in yourself. When you have studied and lived in an international environment, you typically find you can empathise and recognise patterns and then apply that knowledge intuitively, say, at a high-level meeting and you may stand out from the crowd.

KM: Bangkok Patana’s message is “A World of Opportunity.” Does that resonate with you?

DK: It is a very apt slogan. I’m privileged to have the opportunity, the education, the experience and the shaping of my personality through the school, helping make me who I am today. Being grounded is important. I’m always open to new experiences and new opportunities. There are so many links between life at Bangkok Patana and here at Bumrungrad, with excellence and diversity being the common thread.

KM: So, both world class education and world class health care here in Thailand?

DK: Thailand punches well above its weight in both! We are blessed with a beautiful country, culture and friendly smiles – that is why Thailand is a leading tourist destination. Pair that with our excellent international standard schools and hospitals and you can see why so many international businesses want to be based in Thailand.

ALUMNI STORIES LIFE AFTER PATANA

HEATING UP HOPE: AN INNOVATIVE PROJECT TACKLING HEATING CHALLENGES IN REFUGEE CAMPS

Sri Hollema, Grad’18

Many refugees all over the world live in dire conditions with limited access to basic needs such as food, water, shelter and warmth. These conditions can be exacerbated in refugee camps, where people have to share limited resources and rely on traditional methods of heating like fire. However, a Product Design graduate at Loughborough University, Bangkok Patana Grad’18 Sri Hollema, has come up with an innovative solution to help

improve the quality of life for refugees in such camps.

Sri’s final year project at Loughborough University was aimed at creating a product that could address some of the challenges faced by refugees in camps. After conducting thorough research, Sri discovered that one of the biggest challenges faced by refugees was the lack of a safe and sustainable source of warmth.

To address this issue, Sri developed Mat Zero, a heated mat that uses solar

energy to provide a safe and sustainable source of warmth for refugees. Mat Zero is battery-powered and can be charged through solar energy. The mat also has a battery level indicator, a charging facility for phones, emergency light and a control unit that makes it easy for the user to use and interact with the mat.

According to Sri, “My design process involved looking at different ways of creating heat. I generated a bunch of concepts, and then through iterative

thinking and development, I decided to go with the heated mat, which is batterypowered and charged through solar.” Sri’s design process involved a lot of primary research and development, as she worked to create a product that would be easy to use, safe and sustainable.

The benefits of Mat Zero are numerous. Firstly, it provides a safe and sustainable source of warmth for refugees in camps. Secondly, it eliminates the need for traditional heating methods that can

be dangerous and produce toxic fumes. Ultimately the mat is also more economical for NGOs, charities and UN organisations as the product has a multi-year service life and is designed to allow maintenance and repair.

Sri’s project is an inspiring example of how product design can be used to address real-world problems. Her innovation provides a solution that not only addresses the challenges faced by refugees but also promotes sustainable living. Mat

Zero has the potential to make a significant impact on the lives of refugees all over the world.

Mat Zero has recently become a fully operational business and has obtained funding to enhance its product and introduce it to the market. You can visit their website www.matzero.com to learn more.

Source: YouTube: Loughborough University

Her innovation provides a solution that not only addresses the challenges faced by refugees but also promotes sustainable living.

Mat Zero has the potential to make a significant impact on the lives of refugees all over the world.

EMPOWERING YOUNG VOICES: COMMUNICATING GLOBAL ISSUES THROUGH POETRY

By Purnima Ghogar Ruanglertbutr, Secondary English Teacher

Using Spoken Word Poetry to Empower Students and Drive Change

As a teacher of Secondary English Language and Literature, as well as a spoken word poet, I have a genuine passion and appreciation for the reading, writing and teaching of poetry, and the art of performance - that is, transforming words from the page to the stage with conviction in the hopes of effecting change locally and globally. In the process of doing so, I aim to inspire and empower my students to confidently use their voices for positive change and become global citizens.

As such, it was only natural to innovate a project-based learning unit that would combine professional experience in spoken word and passion for inspiring students through poetry, with new opportunities for them to confidently express individuality whilst reinforcing our school value of Global Citizenship. Through this project, students would come to learn that poetry is deeply rooted in oral traditions and has the power to create a communal experience that can affect change in meaningful ways: we can inspire, motivate and challenge others whilst raising awareness of global issues.

The Case for Project-Based and Interdisciplinary Learning

Participants in the ‘Poetry for Activism’ project comprised Year 7 Extended Learner students from a year-long ECA programme designed to provide additional English enrichment. These ECA sessions are guided by subject specialists who are experts in their field and who have the autonomy to plan engaging student-led projects. Participating students are encouraged to choose writing styles, forms, themes, genres and activities that interest them personally, with the intention to promote autonomy in student learning. This approach successfully encourages experimentation and supportive risk-taking, conducive to their own development as writers.

Typically, each ECA Block focuses on a different project,

culminating with work that students take much pride in, promoting student authorship. This particular two-Block project enabled students to become the authors of their own carefully edited and designed poetry anthologies focusing on global issues that they feel passionate to stand up for, leading to the Secondary Schools’ first Spoken Word Poetry Showcase. The process encouraged students to express their views on current global and local issues and in doing so, they actively embodied the values of Global Citizenship.

Project Strategy and Process

Global Citizenship Education (GCE) has gained attention in recent years as a means of developing students’ critical thinking and problem-solving skills, as well as their sense of responsibility as global citizens. According to the UNESCO, GCE “aims to empower learners to assume active roles to face and resolve global challenges and to become proactive contributors to a more peaceful, tolerant, inclusive, and secure world” (UNESCO, 2015). Research has shown that incorporating GCE and social justice themes into the English curriculum, such as through a unit on poetry for activism or protest poetry, can promote critical literacy skills and foster empathy, agency and civic engagement (Comber & Simpson, 2016; Duncan-Andrade & Morrell, 2008). Furthermore, using poetry as a medium for activism can, as this project demonstrates, help students develop learner attributes relevant to global citizenship, including being informed and critically literate, socially connected and respectful of diversity, ethically responsible and engaged whilst developing key skills in the process.

1. Activating Prior Knowledge – Literature Linked to Sustainable Development Goals

What are contemporary issues? What books, poems, stories, graphic novels have you previously read that communicate contemporary issues? Why might authors write about such issues? Using the Sustainable Development Goals (SDGs) as a stimulus, students considered these initial questions to reflect on their pre-existing exposure to literature and media, with a focus on rights, responsibilities of individuals

and groups and global themes. From the co-creation of our own virtual bookshelf focusing on texts linked to specific SDGs, it was clear that our learners already demonstrate awareness of a range of social justice and ethical issues, such as climate change and sustainable development, having selected a range of relevant texts to populate our bookshelfamongst few of the many examples were: Harper Lee’s ‘To Kill a Mockingbird’, Malala Yousafzai’s ‘I am Malala’ and Alice Walker’s ‘The Colour Purple’. Contextualising the project offered rich discussions on the purpose and intended effects of writing for ‘activism’, to bring about or campaign for social or political change, with poetry being one of many writing genres writers can use to powerfully protest. Subsequently, to instil in students a personal connection with the genre of poetry, they were tasked with producing a poem about poetry, communicating their honest thoughts.

Poetry is…

The roaring voice of the voiceless; a blossoming bloom with wonder and purpose to explore like a spirited child, Poetry is curious and free.

Excerpt by Janice Liao (7N)

2. Critical Thinking Skills – Analysing Poetry Written for Activism

An integral part of preparing to write protest poetry involves analysing other famous poets’ works, identifying how they successfully convey their subject, purpose and message using literary techniques. Students collaborated to present to the class a verbal analysis of a range of poetry forms used by classic to contemporary poets and youth activists from around the world to convey important messages focused on global issues. Through investigation, they realise that poetry has always been a powerful tool for social and political commentary, allowing us to explore important issues and ideas in a way that is both personal and universal. By engaging with poetry that addresses issues such as inequality, discrimination, and environmental degradation, students developed a deeper understanding of the world around them and their role in creating positive change.

3. Research and Decision-Making Skills – Planning Our Poetry Collections

Learners also developed the skills of critical inquiry to research facts pertaining to the topical issues they were interested in learning about. This supported their careful planning of content for their poetry anthologies. Using planning templates, they planned three poems using their exploration of the SDGs and research to generate: a title for their collection and, for each poem, the global issue, purpose, techniques and form they would use to communicate a clear message and a call to action.

4. Creative Writing and Independent Thinking skills –Writing, Editing and Designing

Independent thinking was fostered as students made careful language and structural choices, including the application of various poetry techniques for deliberate effect in their writing. They also exercised creative thinking skills to edit and design their own printed publications. Each students’ anthology features an ‘introduction to the collection’ by the poet, explaining the rationale behind their choices, demonstrating reflective thinking.

5. Collaboration and Communication Skills – Peer Review and Rehearsing

The students honed their collaboration skills by offering constructive feedback to help improve each other’s writing and performance techniques while referring to clear criteria in each stage of the project. They co-constructed their own ‘top tips’ for the art of performance by observing and analysing spoken word performers, focusing on elements such as rhythm, pace, voice, facial expression, gestures, eye contact, intonation and articulation. This then encouraged small-group practises on targeted exercises relevant to these techniques. With a goal to build their confidence in clear and impactful communication, students were given the opportunity to practise with a microphone in the Theatre, providing them an authentic experience on stage.

6. Public Speaking Skills – Spoken Word Poetry Showcase

The project culminated in an inaugural celebratory Spoken Word Poetry Showcase where students performed their poems to a supportive audience of teachers, friends, parents and tutors. The showcase featured an inspiring range of poems on pressing issues ranging from the environment and animal rights to sexism, body image and gender inequality. By respectfully listening to and sharing their poetry with others, learners developed empathy for others and our environment, creating a space for dialogue, reflection, and understanding that can lead to positive change in our communities and beyond. Our students’ experience in the project echoes a study conducted by Zeiger and colleagues (2016), evidencing that students who participate in spoken word poetry programmes reported increased confidence in their writing, speaking and critical thinking skills, as well as a greater sense of community, social responsibility, social entrepreneurship and motivation for active participation.

“I really enjoyed this project not only because it allows us to be more knowledgeable about global issues and how we can make an impact on the world, but how we can turn research and facts into a piece full of emotion and passion: whether it’s joy, regret, gratitude or even guilt.” – Nia Ekaraphanich, 7N

“I am really proud of the planning, progress and improvement that led up to this performance. I feel that this entire project was well thought out and special. I really enjoyed rehearsing to our peers, giving our feedback and appreciation. I am glad to say that not only have I developed my poetry techniques, but I have improved my planning, communication and collaboration skills.” – Varissa

Asavathiratham, 7N

Becoming Agents of Change in the World

As we celebrate the success of this project, we must ask ourselves: what kind of world do we want to live in? Do we want to actively engage in shaping a better future for ourselves and for generations to come? The power of spoken word poetry lies not only in its ability to inspire and motivate individuals, but also in its capacity to foster empathy and understanding across diverse communities.

Students discovered that poetry is a dynamic and engaging medium for activism that enables effective communication of issues to a broader audience, sparking meaningful conversations about the world. It is interdisciplinary projects like these that provide a platform for students to explore their creative potential, while also empowering them to become informed, active and compassionate global citizens. In today’s complex and interconnected world, it is essential for students to develop critical thinking, collaboration and effective communication, with clear understanding of their rights and responsibilities, that will facilitate them in becoming agents of positive change.

“Poetry can inspire a lot of people: it creates a vivid picture to deeply help understand the important global messages we are trying to convey and this can appear in different forms.” – Tatsha Kuansongtham, 7N