Patana News Volume 22 Issue 34

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 12th June 2020

Volume 22 Issue 34

www.patana.ac.th

SUPPORTING STUDENT WELL-BEING DURING CLOSURE Lorna Conroy, Secondary Assistant Principal,Student Welfare

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Also in this issue...

Going to Univeristy this Autumn/Year 6 to 7 Transition/CSL Parent Survey Results 12/06/2020

Bangkok Patana School News

Bangkok Patana is a not-for-profit IB World School accredited by CIS

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Supporting Student Well-Being During School Closure Lorna Conroy, Secondary Assistant Principal, Student Welfare

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hen school closed back on17th March, none of us anticipated that nearly three months later we would be where we are now: exams cancelled for Year 11 and 13, ten weeks of online learning for Year 7, 8, 9, 10 and 12, and our daily lives disrupted by the lockdown and social distancing. It has been a challenging time for us all. Young people are so used to the structure of school life, constantly interacting with their peers and teachers, creating connections with people and engaging with their learning. School closure has certainly had an impact on each and every one of our students. For some it has been a relatively easy ride, but for most there have been many ups and downs along the way. The Pastoral team here at Bangkok Patana has been working hard throughout this period to help support the well-being of all your sons and daughters.

CHECK-IN CALLS When it became clear that the school was going to be closed for an extended period of time we wanted to ensure that all the students still felt part of the Patana Community and felt supported by their Tutor, Support Tutor and Head of Year, so we introduced the check-in calls. These quickly became a highlight of the week for teachers and we hope the students have found them equally enjoyable. These informal ‘chats’ enabled students to talk to their fellow tutees and catch up on any news with their tutors. They also provided an opportunity for students who might be finding things difficult to express their worries and get support.

TUTORIAL ACTIVITIES Feeling part of a group at times like this can really help prevent feelings of isolation. To aid this, Heads of Year and Tutors have been setting a range of activities for their tutees to complete on a Thursday morning and to share on their Teams page. It’s been lovely to see their range of artistic creations, culinary delights and personal achievements.

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HUB VIRTUAL COFFEE MORNINGS During school closure the social and emotional counselling team have been very busy providing support for the most vulnerable students through one-to-one online counselling sessions. In addition to this, they have reached out to parents.

As a mum I know how difficult it has been supporting my own children during this time and on occasion have turned to the counsellors for advice. There have now been four virtual coffee mornings led by the counselling team, all with a focus on supporting our children through this difficult time. Not only have these provided the opportunity for the counselling team to share ideas and strategies to try with our children: parents have also had the opportunity to ask questions and receive advice immediately.

ONLINE TRANSITION ACTIVITIES Students currently in Year 6 whose first day in Secondary is fast approaching and those in Year 11 about to transition to Seniors are inevitably going to experience some anxiety. School life for them is about to change considerably and they haven’t had the opportunity to spend time getting used to their new spaces. To help support these students, a number of online events have been taking place. Parents of students soon to join Year 7 enjoyed an online transition morning where they met Mr Shane Owen, their child's Head of Year from August. The Year 6 students have had their online transitions morning too and are now hopefully feeling more confident about the move to Secondary. Year 11 students have been busy preparing for the move to IB by engaging with the Pre IB Programme (PIP). The IB course, however, is more than just the subjects. They will also study Theory of Knowledge, complete the CAS requirement and write an Extended Essay. To help with this, staff specialising in these areas have been ‘dropping-in’ to tutor groups chats to share information and answer questions. A group of Year 12 students have also been joining in with the Year 11 tutor groups to help answer any more general queries about next year.

We don’t know how long the current situation is going to last and I look forward to the day the school once again buzzes with energy and activity. But until then please be reassured we are here to support you and your children and please feel free to contact any of the Pastoral team if you have any concerns.

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Continuing Student Learning (CSL): Week 10 Parent Survey Results Helen Thew, Cross Campus Principal

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hank you for taking the time to complete the fourth CSL survey. We received 641 responses. Below are the ‘headline’ results from the latest survey. We read through all the comments that you also provided and are passing on your suggestions to the relevant staff. We very much appreciated getting your feedback on Continuing Student Learning (CSL). We continue to modify and adapt our CSL programme in response to feedback from parents, teachers and students.

Thank you for all your positive comments to the to the Back to the School Guidelines video. It is pleasing to see the high agreement you are expressing about feeling comfortable in sending your child(ren) back to school when we can reopen. In the meantime, we will continue our efforts to make sure we are ready when we get the approval to welcome students back to campus. In preparation, if you have not yet completed the Health and Travel Declaration and the Code of Conduct, please do so as soon as possible: Here is the link to fill in the forms.

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Please Stop Pretending Racism Doesn't Exist Here

Palis (Fresh) Pisuttisarun, 13J hat enters your head when you imagine the average Thai person? Compliant? Well-mannered? Pacifist? Probably.

Unafraid to rise up and audaciously demand action and justice? Definitely not.

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One of the most vital tools to unlearning deep-seated prejudice as a society is active education: not just the static curricula taught in schools, but also the constructive conversations that transpire in dayto-day exchanges. In the wake of the recent Black Lives Matter protests, I've tried to initiate dialogue among close Thai friends and family, but instead of gaining much conversational momentum, most attempts ended in a defensive litany of "But I'm not racist!" and "But how is that our problem?"

Please read the rest of the article here in the Bangkok Post

Primary School Virtual Choir Premiere

Rachel Stead, Primary School Music Leader of Learning rimary students come together as one voice and one spirit - virtually! Tune in to Bangkok Patana’s YouTube channel on Wednesday 17th June at 4 pm for the Primary Choir’s first ever virtual performance. Be sure and follow our YouTube channel for even more great videos.

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Distance does not separate our voices or our spirit

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Year 6 to 7 Transition Grant Robertson, Secondary Head of English

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n normal circumstances we would help facilitate a smooth transition from Year 6 to 7 through a meeting with Year 6 parents and an assembly with the students. In the current climate this was obviously impossible, so we turned to technology and had two ‘live events’ online. On Monday 8th June Mr Owen, Mr Roff and I answered a wide range of questions from Year 6 students. The quality of questions was superb and a real testament to their mature and thoughtful approach to this important milestone.

Hopefully the session made the students feel more relaxed and excited about this new chapter in their lives. The message was reinforced that it is our role to inform, guide and support the students with the class tutors as the first point of contact; subject teachers and older student delegates will also be extremely active in their support. Indeed, there will be a huge team of kind and friendly people who are there to look out for the Year 7 newbies!

MR GRANT ROBERTSON: SENIOR TEACHER, STUDENT WELFARE FROM AUGUST 2020 My central message was about self-perception and embracing change: students telling themselves in August: ‘I am not in the Primary School anymore - I am proud to be a Year 7 student and excited at the new opportunities! I will strive to be more independent and not be scared to make mistakes; I will get used to the idea of having different teachers for different subjects and will adapt to the idea of moving around and following a timetable; I will use my initiative to try and think things through for myself and will be brave and ask questions when I am not sure: I am happy to get some things right, some things wrong but always learn along the way. I will have fun!’

MR SHANE OWEN: HEAD OF YEAR 7 FROM AUGUST 2020 In an unfamiliar fashion, it was great to finally communicate live with the Class of 2027 on Monday. Although the glare of the computer screen and sight of my own reflection made it difficult to fully ascertain engagement, it was great to see so many students log in to observe myself, Mr Robertson and Mr Roff attempt to ease any existing nerves by providing answers to questions raised by Year 6.

Typically, these questions covered topics surrounding the order of the school day, class lists, the House system and lunchtimes. These questions are common when moving to the Secondary School and part of my role is to ensure I provide consistent guidance to students about matters such as these. A number of students asked questions about how they will manoeuvre their way round the school, find their lessons and ensure they get to lunch on time. These concerns are completely normal and I want students to recognise that the whole school will be there to support them. I fully recognise that questions will pop up throughout the whole of next year regardless of the transition method and this is perfectly normal. With this in mind I encourage students to remain inquisitive, curious and positive.

MR ANDY ROFF: SENIOR TEACHER, CURRICULUM AND ASSESSMENT FROM AUGUST 2020 The key thing I wanted to do, from a curriculum and assessment perspective, was reassure students that first and

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foremost their task in transitioning from Year 6 to Year 7 is to feel happy, comfortable, enthused and stimulated by Secondary School. If that is achieved, then making strides towards achieving potential becomes much easier.

ies learning. As students gain confidence with their new surroundings, we will start to set home learning tasks in individual subjects, but these will not exceed 20 minutes (Term 1b) or 30 minutes (Terms 2 and 3) per subject per week, and will be organised in such a way that students I answered some questions about the exciting range and should not be doing more than one hour of home learning breadth of new subjects that students will enjoy. That they per evening. will learn English, Mathematics, Science, Modern Foreign Languages, Art, Design Technology, Drama, Geography, Lastly, I wanted to reassure students on the nature of asHistory, Computing and Music in some of the world’s best sessment in Secondary School. The only tests that matter facilities and taught by subject specialists will be engaging come at the end of Year 11 and 13. Everything else up indeed. to that point is formative (intended to help teachers plan the next steps in the learning process). Students are beI was also keen to reassure students about home learn- ing assessed all the time, just as they are in the Primary ing. Initially, in recognition of the priority we place on stu- School. Teachers use a range of methods to do this: quizdents settling into their new environment, we will not set zes, verbal questions, research tasks, diagrams, artworks, students in Year 7 home learning tasks other than an ex- presentations to name just a few. And yes, the occasional pectation to continue to read for pleasure, to practise their progress test. Nothing that they should be worried about! musical instruments and consolidate their language stud-

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UNI COUNSELORS’ CORNER

What will ‘Going to University’ look like in September?

Sally Jarrett, Careers and Universities Counsellor

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ith so many uncertainties surrounding students’ points for queries. transition to their target universities across the Find out where you need to go to access support, both globe in September, the Careers team eagerly await updates and developments from various universities as insti- online and when you physically arrive on campus. tutions grapple to plan ahead for the new academic year.

Loughborough University seems to be one of the front runner’s in terms of getting some clear information out Press releases from universities frequently use the now popular phrase, ‘in these unprecedented times’ – and this about how September 2020 will look. It sets some benchreally does sum up where higher education institutions marks that other universities may be likely to follow. Loughare at. Plans and strategies to accommodate incoming borough University Information. students in September are still evolving. The situation regarding borders opening, quarantine requirements, social distancing measures and preparations for a full or partial shift to online learning are still very fluid. It is difficult to understand what ‘Going to University’ will look and feel like for Grad’20… and the experience will most certainly differ vastly between country destinations and individual institutions. Thorough research, maintaining communications with target universities, patience and preparation for a variety of circumstances will be key for our Patana students planning to make this important transition.

The summer weeks also give time for students and their parents to take a virtual tour of the university/college campus together. The Careers team have gathered some useful links to various virtual campus tours. Access these via the ‘Making the Most of Social Distancing’ page here.

Developing a sense of familiarity, knowing the campus grounds, the location of key buildings and the look of the surroundings, can support a new student in making that transition and a sense of belonging - even if social distancing measures make their interaction with the campus feel different in those early months. It can also help parA recent article in BBC News offered us some indica- ents better visualise their son/daughter as they spend their tion of the way some UK universities plan to continue with days moving around the campus, attending lectures and the provision of a ‘student experience’ in the midst of the returning to their accommodation. pandemic. Much of the information shared in this article will apply to many of the countries where Grad’20 will be WHAT WILL THE ‘SOCIAL DISTANCING’ PROTOCOLS AT MY UNIVERSITY BE LIKE? attending university.

Apologies for the clichéd response…but this is really a INITIALLY, ‘GOING TO UNIVERSITY’ WILL NOT BE case of “It depends”.

THE SAME AS PREVIOUS YEARS Students might have to stay in a "protective bubble" of The Patana Careers team held their final presentation to Year 13 students and their parents in the final week of the same small group when the UK's university campuses May. We focused the information on ‘Transitioning to Uni- reopen. Mixing between social groups would be kept to a minimum so as contain any cluster outbreak of the viversity’. rus. Students taking the same courses could be allocated We spoke about the importance of students and their the same accommodation spaces, creating a ‘bubble’ of parents/carers spending time now carefully exploring peers, similar to the approach planned in many schools what information universities are sharing with students in and workplaces. terms of their plans the coming academic year. The sitReducing traffic in communal kitchens, shared bathrooms uation changes rapidly, students should keep checking on a weekly basis. Individual university web pages offer and corridors are all essential factors universities must plan incoming students a wealth of information and access for, and work to minimise risks. All students should prepare

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to expect similar restrictions until the concerns over the have stated they will offer. Students should not ignore any spread of COVID-19 ease. email communication they are currently receiving from their target institutions at this point in time, right up until they HOW WILL I ESTABLISH MY SOCIAL LIFE AND arrive on campus and/or instruction begins. Instead, stuMAKE NEW FRIENDS WHEN I START UNIVERSITY? dents should be busy finding out all they can from their The social mayhem of that first week of university life - target university in terms of their individual options. freshers' week - is going to be significantly different from Some essential questions students should be exploring: previous years for new students.

• Will accommodation be available?

Universities will be focused on addressing this concern for their incoming students. ‘Welcome events’ may be shifted to some online interactions with other students and support services, or restricted to small numbers. For some students, the smaller groupings could actually be a positive, less intimidating step in helping them meet new friends and develop their confidence in meeting with people outside of their Patana bubble. Universities will be keen to have new students join activities and get involved in societies… organisers of these events just need to be creative this year in doing these in a ‘different way’, including virtual events.

WILL LEARNING BE ONLINE OR IN-PERSON? This will most likely a bit of both. The term being used is "blended", where students get a mix of online lectures and then in-person teaching for smaller groups. But individual students will want to know the balance for their chosen subject - how much will they be studying on campus and how much by distance learning? Individual universities are still publishing their guidelines on virtual learning.

Students and families should investigate ahead of time to be informed about the ‘shape’ of the delivery of learning ahead. Some models include: • Recorded lectures made available online and accessible to students at any time • Live video conference lectures – students need to make themselves available ‘live’ and online, carefully considering differing time zones between themselves and their university in September • Video conference smaller group seminars/classes – and these may be more frequent than usual scheduling, with an expectation that students are fully engaging and participating, online

• How many hours of in-person teaching will there be?

• What campus facilities will be open?

• What will freshers' week look and feel like for new students?

• How will international students be supported in the transition?

UCL has been one of the first UK institutions to set out clear information about how September 2020 will look.

Some of the plans UCL have informed students of are: • Online lectures to ensure students can get to grips with the material they’re working on before discussing ideas with tutors and peers.

• Interactive sessions, online or in person, where students will be guided and challenged in discussion with peers and experts.

• Small-group seminars, lab practicals and studio sessions on campus. Libraries will be open.

• If a student is unable to join their peers in London immediately, UCL says it will provide alternative content so students can achieve the same learning wherever they may be in the world.

• A rich range of course materials online to support student with independent pre-reading and analysis • UCL are preparing to deliver online enrolment, induction and a welcome week in the autumn.

• En suite accommodation will be available with 24hour onsite staff, increased cleaning and guidance on social distancing.

• Research dependent on accessing online resources only – No access to campus facilities, books, labs, We strongly encourage Year 13 students and parents to spend design facilities. valuable time now exploring their target institution’s response MAKING FINAL DESTINATION DECISIONS? to the pandemic and following all lines of communication with Universities in the UK will be expected to notify incom- the university closely ahead of September. More information ing students if they make subsequent changes to what they from the BBC article sourced here.

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UNIVERISTY OFFERS

AGNIK KOTAKONDA Congratulations on offers from

• Erasmus University Rotterdam • University of Amsterdam • University of Tillburg To study Economics

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ongratulations to Agnik on his offers from Erasmus University Rotterdam, Tilburg University and the University of Amsterdam. He plans to attend Erasmus University Rotterdam, Netherlands, where he will study Economics.

Read Agnik’s journey here

Invoices for school fees for Term 1 2020/21 were emailed to families/companies on Wednesday 13th May 2020. If you have not received your invoice please contact the Accounting Department accounts@patana.ac.th. Please note that the due date for settlement is on Tuesday 30th June.

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https://www.amnesty.org.au/9-powerful-social-change-movements-you-need-to-know-about/

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Claim Your Lost Property by 26th June Y

ou still have time to claim your lost property. View Lost Property online here. Then make a comment on the photo in the drive or email lostproperty@patana.ac.th. Be sure and do this now as all remaining items that are not claimed by Friday 26th June will be donated. Don’t be late or it will be too late!

CHECK FOR YOUR LOST ITEMS HERE

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#156: #postcoronafuture?

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atch below futurist, speaker and author Gerd Leonhard talk about a post-corona future and what to expect in the next three to five years. There was a time before COVID-19, and there will be a time after COVID-19, where we all have to learn and adapt to a new kind of normal. Gerd refers to this as ‘The Great Transformation.

Depending where you are in life, it may well be the most valuable thirty minutes you spend on your device; please take time out to watch it.

Have a great weekend.

Brian Taylor Assistant Principal, Campus Curriculum Technology Integration

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Desert Island Discs With Sarah Dibley, Head of Year 1

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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 Sarah Dibley, Head of Year 1 is stuck on a desert island.

MS DIBLEY, IF YOU WERE STUCK ON A DESERT ISLAND WHAT EIGHT PIECES OF MUSIC WOULD YOU WANT TO HAVE WITH YOU? Tiny Tears – Tindersticks Blister in the Sun – Violent Femmes Perfect Day – Lou Reed Never Tear Us Apart – INXS Something for the Weekend – Divine Comedy Whenever – Beth Orton

Listen to Ms Dibley’s playlist here

Blackbird – Beatles Sunday Morning – Velvet Underground 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. A very comfy bed!

WHICH ONE BOOK WOULD YOU WANT TO HAVE WITH YOU? Lord of the Flies - Willliam Golding 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 12/06/2020

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Desert Island Discs

Student Well-being Tips

POSTER BY SIRAVICH (ODDI) CHAIWORAMUKKUL, 10M

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the m o r f t s e The lat

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COMMUNITY

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643 Lasalle Road (Sukhumvit 105) Bangna Tai, Bangna, Bangkok 10260 THAILAND Tel: +66 (0) 2785 2200 Fax: +66 (0) 2785 2399 www.patana.ac.th Email: reception@patana.ac.th 20

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