Our mission is to ensure that students of different nationalities grow to their full potential as independent learners in a caring British international community.
Patana
NEWS
Friday 8th May 2020
Volume 22 Issue 29
www.patana.ac.th
SECONDARY LEARNING ONLINE Mick Smith, Secondary Principal
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Also in this issue...
Pre-IB Programme/FOBISIA Runner-up Story/Alumni Midwife Experiences During COVID-19 08/05/2020
Bangkok Patana School News
Bangkok Patana is a not-for-profit IB World School accredited by CIS
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Continuing Student Learning - The Secondary Story So Far - A Long Read! Dear Parents e have now completed our fifth week of Continuing Student Learning (CSL) and accept that for the short to medium term at least, this is how learning must be until we are given the green light to reopen. I would like therefore to give an assessment of What Went Well (WWW) what Even Better Ifs (EBIs) have we addressed and where we are now. If you haven’t got time to read to the end here is the spoiler - I think we’re doing well, the programme is pretty good!
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years on clarity of learning, assessment and feedback. All lessons have a clear Learning Intention - the skill, concept or attribute that we want the students to develop or show understanding of. Success criteria are explicit, and the activities and assessments enable students to meet them.
An EBI that quickly became apparent was that our students were missing the close contact with their teacher - their introductions to each lesson, explanations of the intended learning, fielding of questions, monitoring of However, before you think that I’m looking at the situation students as they work and bringing them back together to through orange and black tinted spectacles, my premise assess progress. Being able to do that effectively online is for this is that CSL simply cannot and will never be quite more complex than it might seem. as good as the real thing. Part of the richness of Bangkok Patana is physically being here, learning together in our LEARNING CURVE FOR TEACHERS The learning curve for teachers has been steep and in wonderful learning environment with all the opportunities it brings. For now, we’ve lost that and inevitably our whole my view the speed of acquisition of new skills, especially community feels the impact. Fortunately, we retain the same mastery of Microsoft Teams, quite remarkable. Brian wonderful teachers and students who are learning how to Taylor, Assistant Principal for Technology Integration interact differently. We aim to replicate as far as possible had previously worked with teacher ICT advocates on our school-based, high-quality learning but understand MS Teams as a tool to help them organise, share and that it will be more of a 2D rather than the usual 4K, ultra collaborate. Many of these teachers have pioneered teaching online lessons through video calls, sharing immersive, high-definition experience. screens with students, setting up channels and populating Some parents have asked if we were prepared for them with appropriate links and resources. They shared distance learning and my honest reply is that COVID-19 ideas with colleagues in the ‘sandpit’ while also upskilling took us (and the rest of the world) by surprise. Our existing students. This was a clear WWW, but the sandpit began distance learning model was well-suited to shorter to become overwhelming, especially for colleagues less closures such as those caused by pollution, flooding or familiar with MS Teams. civil disturbances. We have an excellent online platform, An EBI was to make MS Teams our default platform for Firefly, where setting tasks and providing support and feedback is easily done and is suitable for a few days delivery and build skills among all staff. Tony Berghuis out of school. This was a WWW in the first week or so. distilled a series of core skills from the sandpit and produced However, with no immediate end in sight we knew that we a brilliant series of ‘how to’ videos for all teachers. had to aim higher and introduce EBIs to sustain student I would like to commend our teachers for their dedication, learning in the longer term. willingness and speed in incorporating this new toolkit into We knew that in order to get the best from students their practice, especially at a time when they are also and teachers, an uninterrupted whole school day spent experiencing challenges shared by some of you, such online wouldn’t be a good idea, so agreed to make as working from home alongside their own children who lessons shorter to build in more non-screen time between need support with their learning. lessons. Teachers also looked to build in exercises that didn’t always rely on looking at online resources where PROBLEMS OF ‘ONLINE’ LESSONS Over the last couple of weeks, I’ve (virtually) dropped possible. However, shorter lessons add the challenge of getting through content and teaching skills effectively in less into a lot of lessons and experienced CSL in action. time. Luckily, we have done a great deal of work in recent What is very clear is that the students are in great spirits, 2
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are delighted to see their teachers and each other and good as the real thing. It’s just harder! are learning well. The structure of the lessons are very similar to regular classes, the activities are engaging and STUDENT WELL-BEING It’s much harder to gauge student well-being when they challenging and the teacher is available for support. What is also clear to me though, is how much harder the process aren’t here in school. We know they miss the routine and security of school, their friends, ECAs, hanging out in the of teaching effectively is in the online environment. Lounge, playing basketball, walking to lessons together. This isn’t just in terms of preparation, although there Tutors, Head of Year and counsellors keep in touch with have had to be changes there too, but in what used to students but if you have any concerns for your child, please be referred to as ‘craft of the classroom.’ Teachers have do let us know. an amazing ability to spot, in their peripheral vision, a student who didn’t understand a point, or who wasn’t HOME LEARNING listening. We can’t do that now. In class, mini plenaries Initially we requested teachers not to set Home Learning (assessing learning and preparing to move on) take while students adapted to the new learning environment. place all the time. It takes 3-5 seconds to scan the room That has now been lifted and where appropriate Home to check understanding. Online it might take a minute to Learning should be set. get everyone to put up an electronic thumb. Extended responses can be hindered by glitches, ‘dead air’, screens FALLING BEHIND freezing or students more anxious not to say the wrong The potential for students to fall behind either collectively thing online than they might be in class. I have sat in on or as individuals is a genuine concern and something good group discussions, but they are more stilted and less that we continue to work very hard on. For example, cohesive than in class. Everything takes longer, there are our Learning Support and EAL teams are regularly no visual clues. The temptation is for teachers to resort to communicating with ‘their’ students who may find the ‘telling’ students, relaying facts, reverting to ‘talk and chalk’ online environment particularly challenging. Teachers but we have moved away from that. We know it doesn’t can record lessons so students can go back to check for enable independence, development of critical thinking, understanding, but of course this also means yet more problem solving, reasoning. screen time. We are particularly aware of the potential for Year 10 and 12 students to be disadvantaged as they MONITORING STUDENT BEHAVIOUR AND must keep on track with their externally assessed courses. CHALLENGING TASKS Currently, we are happy that they are in a good position, Survey feedback from some parents is that sometimes but this is being constantly monitored by Suzanne Lindley students finish tasks very quickly or go off task when not and the Heads of Faculties. Suzanne has also written being directly monitored by the teacher. In school this separately about our Year 11 students and how they are is almost immediately apparent but more difficult for adapting to their Pre-IB Programme. teachers online. Teachers check in as often as they can but rely on students to let them know if a task is too easy or CONCLUSION too hard and to take responsibility for their own behaviour. We would love to open the doors to our students again Keeping cameras on doesn’t always help as connections but in the meantime, virtual Patana through CSL is a pretty at home may freeze and some students may be extremely good substitute for the real thing. The Secondary Leadanxious about being visible to everyone. Nonetheless, ership Team meet each day and consult with other colteachers are focused on ensuring that there is appropriate leagues between meetings so that we can fine tune pracchallenge for all students in each lesson. tice. Many thanks to you for your survey feedback which is invaluable. Please do share individual feedback with ONGOING TEACHER FEEDBACK subject teachers and tutors and feel free to contact me In class a teacher moves from table to table, individual with any broader questions of concerns. to individual, checking, asking, gently probing for levels of understanding. It’s a subtle, fluid and highly effective Have a good weekend. process which also serves to build trusting, supportive relationships with students. I spent a lesson online following Mick Smith Matt Baker (Head of Science) as he moved between Secondary Principal table groups. It was great and almost but not quite as 08/05/2020
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Wisdom from the Future; A Story by Momo Lee
Garam (Momo) Lee, 4K
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he FOBISIA ‘Protect’ Short Story Competition was open to students from all Year groups. The idea for my story came to me while I was thinking about what our world needs most: a clean and peaceful environment. I love adventure and fantasy novels, so I thought time travel would be an interesting idea to include. Writing this story made me truly happy, and I hope it will encourage people to take better care of the Earth. There were 68 entires in the FOBISIA Short Story Competition 2020 across all categories. Momo’s short story came in as a runner-up. Curtis Jobling, who judged the competition, shared his thought’s on Momo’s story. “Another story with its eye on the troubles we face today. Who doesn’t enjoy a spot of timetravelling in their tale-telling? Some super descriptions of the future wasteland, and a warning that we are masters of our own destiny. It’s never too late to change.” Billy and Rena had been up all night working on their school project, the Pollution Cleaner 1.0, and it was almost finished. They decided to eat their breakfast in the workshop because they were so eager to complete the machine. “Billy, can you pass the screwdriver? I want to make some adjustments,” said Rena, still munching on her cereal. As Billy reached across the table, his arm knocked over a bottle of milk. It poured all over the Pollution Cleaner, which began to smoke. “Oh no!” they cried. “I hope it still works!” said Rena, with a concerned expression. She pressed a button and a swirly, red portal appeared in the middle of the workshop. “That’s not supposed to happen!” shouted Billy. Tools started to get sucked into the portal along with Billy and Rena. Everything went black… When they opened their eyes, they found themselves in the middle of the road, but everything looked different. It was a lot darker, and the buildings in the distance were hidden by haze. There was rubbish everywhere and there were hardly any trees. The kids grabbed their face masks, which had also been sucked through the portal. A newspaper blew across Billy’s feet. He picked it up and read the headline: MONDAY, 23 OCTOBER 2100 – POLLUTION OUT OF CONTROL! WHAT DO WE DO? “Isn’t it 2020?” asked Billy, confused. “This newspaper says 2100!” “We must have travelled into the future!” shouted Rena. The friends turned around and saw their invention smoking on the ground. “How do we fix it?” asked Billy. “Let’s go to the 4
library. Maybe we can find some books to help us,” replied Rena. They walked down the road to the library where they found a large group of robots reading. One of the robots looked up. “Humans! Hooray!” it said. “I haven’t seen a human in over a hundred years!” “What year is it? And what happened to the humans?” asked Rena. “The year is 2220,” replied the robot. “The pollution on Earth got so bad that only robots could survive. Since the humans disappeared, we have been reading and learning in the library.” “That’s terrible!” exclaimed Billy. “But maybe you can help us fix our pollution cleaning machine. It malfunctioned and brought us into the future.” They went outside to find the Pollution Cleaner still lying in the road. The robots began to remove parts of their bodies, which they attached to the broken machine. “We have made your device more effective,” explained a robot wearing round glasses. “It will fix the problems you are having in 2020, but it is important that you keep an eye on things.” “We will,” said Rena. “We’re going to work hard on saving our planet!” One of the robots pushed a button and a green portal appeared behind them. “Good luck!” cried the robots. “Thank you, robots!” they exclaimed. The two adventurers stepped into the portal, which vanished in the blink of an eye. THE END
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Solo Festival Online Rachel Stead , Primary Leader of Learning, Music
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his year’s Solo Festival has been moved online with participants submitting performance videos to the Solo Festival flipgrid board. Please view all our performances on Flipgrid at the links below or scan the QR code. Bangkok Patana musicians rise to the challenge and continue to excel at music, even at home.
PRIMARY
SECONDARY
E-Billing is coming to Bangkok Patana starting with invoices for Term 1 of 2020/21. Invoices and receipts will be sent via email.
Please verify or change your email address at the “E-mail for Invoice” link on the Parents’ Dashboard from Friday 1st May. 08/05/2020
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Seeing the Opportunity in Every Difficulty Suzanne Lindley, Secondary Assistant Principal
"A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficulty." Winston Churchill
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n 23rd March, Year 11s received the news that (I)GCSEs across the world had been cancelled due to the coronavirus. More than 10,000 schools in more than 160 countries offer Cambridge qualifications, and therefore hundreds of thousands of students who had been working hard to prepare for the culmination of two years’ work, learned that the exams would no longer go ahead in 2020. News also came that students will still receive grades for their qualifications, but our Year 11 students now faced over four and a half months before starting the next phase of their academic careers; for almost all our students, this will be to start their IB Diploma course. SO, HOW DID WE RESPOND? "If opportunity doesn't knock, build a door." Max Eastman Despite the entire school community being a matter of days into a whole new Continuing Student Learning programme, a brand new programme was created for our Year 11s. The Pre-IB Programme (PIP) was developed to support students bridge the gap between the (I)GCSEs and IB. This specially constructed programme would not only fill the void left by not having to sit many weeks of exams, but, more importantly, better prepare students for the challenges that lay ahead. The programme involves a combination of independent study and online classes, along with keeping contact with their tutor, and engaging in PE to maintain a health balance. They are participating in subjects chosen for IB, but also have the opportunity to join other areas, either out of interest, or for the additional challenge. They are also introduced to the Theory of Knowledge (TOK) and have access to the Careers Faculty to further explore how they can best prepare for university applications and life after Bangkok Patana School. A total of 150 students are involved in the programme, one even as far away as Switzerland! As we are currently navigating through a multitude of new situations, it’s important to gain feedback along the way.
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After just the first week of PIP, students gave us their thoughts. Teachers have been very “impressed” with the start made by Year 11 students (some students even got to see ‘Holly the History pug’ as a reward in Mr Brosnahan’s lessons): • “My class were great; they engaged in the chat and seemed very keen.” • There was “genuine excitement” and the “quality of conversations was fantastic!” • “Great attendance and engagement.” • “I was really impressed with the comments in the discussion.” A huge ‘thank-you’ to our dedicated teachers and leaders for their collaborative work on the PIP. Mr Burrell reminded me that we should “never underestimate” our amazing students; they genuinely have responded incredibly well to our high expectations. I have been super impressed by the response so far and look forward to dropping in to see more of them in some virtual lessons in the coming weeks. Even more so, I am eager to see them for real in Senior Studies in the future.
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Student Reflections on Pre-IB Programme “The PIP Programme is very helpful for us Year 11s as during these times ……. in making us engaged in activities and subjects to keep our break working. I also feel like the teachers are very helpful in guiding us through our journey to the next year.” Anon “The Pre-IB Programme (PIP) is a great subsidiary for the unfortunate situation of our exams being cancelled. I believe it allows us to keep busy, make the most of our time and to stay engaged with our learning and stimulate our brain. Despite not starting the IB course yet, I feel like it is a good “taster” for what the IB will bring and it feels like almost the same experience with moving from Primary to Secondary (taster day). I also believe that the PIP course brings a lot of engaging and interesting subjects to surface. And even though it may start early, I believe it’s a more efficient use of this circumstance.” Patrick W “The Pre-IB Programme was a great initiative by Bangkok Patana. It allowed us to learn new topics in our respective options, in addition to, trying out new subjects. Furthermore, in PE we set personal challenges to motivate ourselves to stay fit and healthy despite the confinement. In each subject, teachers set up Firefly pages with resources and set up calls during lessons. Overall, it was a very eventful week. I also believe it was necessary, as it allowed us to continue challenging our minds in order to maintain proficiency in the subjects and even deepen it! Thank you to all for organising this program.” Patrick L “Due to the board exams being closed, PIP has helped us stay busy and still have a motive. PIP is an amazing way of filling the gap between (I)GCSE and IB. Also, it helps us communicate and collaborate with other students in the class. At last, PIP will give a head start to when we start IB, as it will prepare us and give us experience about IB.” Akshat “The PIP is a great addition by the school. Despite the unfortunate news about the (I)GCSE's, the PIP has helped us stay busy. The biggest issue after summer is that students forget past things and need time to start learning again. However, the PIP has ensured that we stay busy and motivated to learn. Also, this has helped us stay in contact with our friends and teachers in a helpful and engaging way! Despite the early mornings, I am looking forward to the next weeks of the PIP.” Neil “The learning opportunities make sure that us students feel well-adjusted towards the upcoming IB and are able to avoid being overwhelmed by it when the time comes. It also makes sure that students do not forget essential topics from the IGCSE course (that will also be carried onto the IB course) over the span of Term 3, keeping us all refreshed with the knowledge of the IGCSE topics and to feel motivated to continue our studies with ease.” Patrik H “The Pre-IB Programme (PIP) is a wonderful way to engage with the IB course during this unprecedented time with the variety of activities and reading material available.” Pim
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“I am very grateful for the PIP Programme as it allows us to make the most out of what we can do during this difficult period. It makes us look at these times, with our exams cancelled, as a great opportunity to stimulate further learning and self-exploration rather than a huge disappointment.” Tina K “The PIP programme has allowed students to acquire new skills such as essay reading and critical thinking. This is great as these skills will be vital to succeed at IB and university!” Lucia “PIP is a great method to prepare us for the upcoming IB Programme. It will be great help because we will understand more of what is in IB to not get overwhelmed.” Anon “PIP is a great programme - the IB itself is known to be quite demanding, so this is an opportunity to help us adjust. Many of us had mixed feelings about exams being cancelled, but this program also allows us to get back into the school schedule, keeping us motivated.” Anon “The PIP is a great way to slowly introduce students to the IB, it is a good use of a bad situation.” Anon “The PIP Programme helps significantly as we've got a whole term to prepare for the final two years of our high school career.” Anon “PIP has allowed us to have an idea of the IB Programme now; this can help us to mentally prepare ourselves for the program and we can know what’s going to come sooner than later. It might also decrease the stress when we are going to be in the actual IB course. I think it is a smart way to keep us motivated and ready for the IB course”. Linda “The PIP Programme has not only helped me stay engaged and inquisitive during these strange times, but it has also allowed me to venture further into subjects I enjoy participating in. It has also given me the chance to get a feel of what the next two years are going to look like for my peers and I. The first week of the program was fun and enjoyable for myself as it was pleasant to have something to look forward to and also continue learning during quarantine. Furthermore, it is always a pleasure to see how my friends and teachers are doing!” Janelle “In my opinion, the PIP Programme was very helpful for the Year 11s because it gives students the opportunity to still have an engaged learning class where we are still learning things in preparation for IB. The teachers have been very helpful and supportive throughout the week giving us tasks and working together. It is a great alternative for school that we have to deal with due to this tough crisis.” Aarav “I find that the PIP Programme is extremely useful. The teacher is always making sure that everyone understands and knows how to do the task at hand. I also enjoy that most teacher put students in smaller groups to have group discussions and to work on the task given and occasionally drop into the smaller group calls to help us. I find that this is an excellent way to monitor who is contributing well in the class and of course their understanding. It's great to see how well organised the teachers are and how much care they put into the work and students to ensure the have the utmost support during this strange time. The PIP course makes an excellent and smooth start to IB next year, hopefully when the schools open back up!” Angela
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ALUMNI CORNER Grace Lawry, Class of 2012 (Left 2003)
Being a midwife in a global pandemic (a midwife crisis) G
race Lawry attended Bangkok Patana School from 2000-2003, leaving at the end of Year 4. Grace went on to become a mid-wife in the UK and shares her experiences online. Grace works as a midwife on a labour ward, “we support and empower women to deliver their babies safely,” she explains HOW’S YOUR ROLE CHANGED DUE TO COVID-19? “The role is more difficult behind PPE, it is harder to portray your utmost sympathy to, for example, bereaved patients whilst shielded by the mask and visor. Or your respect and admiration for how they are coping, without necessarily a birthing partner as they had planned. Especially in instances where the patient doesn’t necessarily speak good English, and you are reliant on non-verbal cues and communication.” Grace talks more about her job during the COVID-19 pandemic here.
Grace at work above and on a visit to Bangkok Patana in 2018 with fellow alum Olympic rower Molly Goodman (right)
MISSING YOUR ECAs? W
hile we are all doing our part by staying at home, it’s important to make time to have fun and relax after a long day of learning. Did you know we are posting ideas on a Continuing Student Learning ECA blog?
Subscribe today to have two fun ideas for the family drop into your inbox each weekday morning. The activities range from Karaoke to Fitness, Cooking to Recycling. Get involved and then share your pics on Social Media using the hashtag #bpsecasmustgoon.
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UNI COUNSELORS’ CORNER UNI OFFERS...
Vandan Luniya, Year 13 Congratulations on offers from
• Babson College • University of British Columbia (Sauder Business School) • King’s College • University of Bath • University of Bristol • University of Warwick To study Economics, Entrepreneurship and Business
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have received offers from Babson College, University of British Columbia (Sauder Business School), King’s College, University of Bath, University of Bristol and University of Warwick. Babson is my top choice and the college I will be attending. I intend to study a combination of Economics, Entrepreneurship and Business. I really enjoy learning about these subjects and am always intrigued by their applicability. I have always been interested in and aware of the many business and economics related news around us. Because of that interest I helped start Patanomics, an economics and management based editorial publication at Bangkok Patana. I was also a member of Habitat for Humanity, and enjoyed DJing the Year 7, 8 and 9 Swimming Galas as well as play on the Varsity Softball team. ARE THE OFFERS ROLLING IN YEAR 13? WE’D LOVE TO HEAR ABOUT YOUR PLANS. PLEASE EMAIL SHKN@PATANA.AC.TH TO BE FEATURED.
IN THE SPOTLIGHT... Australia National University, Canberra, Australia
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he Australian National University is located in the capital city of Canberra and is ranked second in the Times Higher Education rankings for Australia and 50th in the World Rankings. Well-known for its international outlook, 44 percent of the student body is international, out of a total student body of just over 17,000. It counts six Nobel prizewinners among its faculty and alumni, and is even run by a Nobel laureate. Brian Schmidt, who won the 2011 Nobel Prize in Physics (with Saul Perlmutter and Adam Riess) for providing evidence that the expansion of the universe is accelerating, is the institution’s vice-chancellor. The university has many partnerships with international universities, including Yale University, the University of Oxford, ETH Zurich, and the National University of Singapore. Other notable alumni include two Australian Prime Ministers; Kevin Rudd and Bob Hawke and many other politicians including musician, environmentalist and former Minister for the Environment Peter Garrett of the band Midnight Oil.
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#152: New Models of Learning/ Work? O
ne of my favourite books audio books from last year was Bruce Daisley’s The Joy of Work. In it he recounts the following: “When Yale professor Stanley Eisenstat was asked by his students how long their coursework ought to take them, he had no idea. His curiosity piqued, and keen to be in a position to offer guidance to future undergraduates, he therefore decided to investigate and find out precisely how long existing students were taking to finish the tasks he gave them. What he discovered surprised him deeply. Some students, he established, were able to complete their assignments in a tenth of the time that others devoted to them. This wasn’t necessarily because they were more able: they were simply more efficient. What’s more, he discovered, there was no ultimate correlation between time spent and marks gained.” So, a 10x difference in efficiency for students, what about our work on collective projects? Daisley goes on to say: “Eisenstat’s findings so intrigued software developer Jeff Sutherland that he decided to apply the same investigation to the world of work. If a fast student can complete her tasks ten times quicker than a slow one, he asked himself, how much more swiftly can an efficient team deliver a project than a run-of-the-mill one? If the answer also turned out to be ten, then that would mean that the fastest teams achieve in a week what a slow team labours over for two and a half months – a worrying differential and one that, at scale, would have a material impact on the productivity of different companies. Sutherland accordingly looked at studies covering 3,800 different projects – from accounting to software development to tech jobs at firms like IBM. And he discovered that the x 10 factor was way off. Once you allowed for the complexities of teams, discussions, presentations, status chats, emails and reviews, he discovered, the time spent on a badly organised project seemed to increase exponentially. ‘It actually didn’t take the slow team ten weeks to do what the best team could do in one week,’ Sutherland concluded. ‘Rather it took them 2,000 weeks.’” Matt Mullenweg, the founder of WordPress, the technology that powers the Open Source software used by 36% of the web websites around the world, including our Patana public site, discusses the future of work with Sam Harris. In the interview they discuss the benefits of working from home, the new norms of knowledge work, relevant tools and challenges. He gave a 5-stage model for how autonomy and technology can transform our jobs; I urge you to listen to it. Brian Taylor Assistant Principal, Campus Curriculum Technology Integration
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Aidan McDonagh The Puzzle of the Week features a new mathematics puzzle released every Monday and students have a week to answer. Do you know the answer?
Submit your solution here
2019/20 CALENDAR HERE WE CONTINUE TO FOLLOW THIS YEAR’S SCHOOL CALENDAR
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Desert Island Discs With Yvonne Brown Head of Year 11
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his column follows in the style of the famed BBC podcast which features a celebrity every week – here we feature our own Bangkok Patana celebrities! What eight songs, one luxury item and one book would you take with you if you were stuck on a desert island? Today Yvonne Brown, Head of Year 11 is stuck on a desert island. MS BROWN, IF YOU WERE STUCK ON A DESERT ISLAND WHAT EIGHT PIECES OF MUSIC WOULD YOU WANT TO HAVE WITH YOU? Dancing Queen – Abba I Gotta Feeling – Black Eyed Peas Love Shack – B-52’s Never Tear Us Apart – INXS Hungry Like the Wolf – Duran Duran Blue Monday – New Order
Listen to Ms Brown’s playlist here
I am the Walrus – The Beatles Mamma Mia - Abba PICK ONE LUXURY ITEM YOU WOULD WANT TO HAVE WITH YOU. THIS ITEM MUST BE INANIMATE AND OF NO USE IN ESCAPING THE ISLAND OR ALLOWING COMMUNICATION FROM OUTSIDE. Snorkelling equipment (mask, snorkel, fins) WHICH ONE BOOK WOULD YOU WANT TO HAVE WITH YOU? Reef Fish Identification - Gerald Allen, Roger Steene, Paul Humann, Ned deLoach Catch the real Desert Island Discs on BBC. Now that you are stuck at home, what are you listening to? Have a list of your own? Let us know! Contact SHKN with your favourites.
Click Here For Updates and Information on the School’s COVID-19 Procedures 08/05/2020
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